I 


UC-NRLF 


$B    L2^    IDA 


LESSONS  LN  LANGUAGE. 


AN    {N'RODUCTiON    TO    THE 


Study  of  English  Grammar. 


CHICAGO: 
HADLEY    BROTHEEc>. 

1874. 


IvIBRARY 

OF  THE 

University  of  California. 

Mrs.  SARAH  P.  WALSWORTH. 

Received  October,  i8g4, 
zAccessions  No,  0^35^^     Class  No. 


-.  -  ft 


LESSONS  IN  LANGUAGE 


AN  INTRODUCTION 


STUDY   OF    ENGLISH  GEAMMAR. 


BY 

HIRAM    HADLEY. 


REVISED  EDITION. 


TWELFTH  THOUSAND. 


CHICAGO: 
HADLEY   BROTHERS. 

1874. 


il^y 


Entered  according  to  Act  of  Congress,  in  tho  year  1871, 

Br  HADLEY  BR0TUER3 

In  the  OfSce  of  the  Librarian  of  Congress,  at  Washington 


Has" 


Ma 


PREFACE. 


U 


Most  cliildren  twelve  years  of  age  sliould  be  able  to 
8peak  and  write  the  English  language  with  considerable 
readiness  and  accuracy,  to  avoid  the  common  vulgarisms, 
and  to  detect  the  most  frequent  errors  of  speech,  arrange- 
ment and  notation. 

The  ordinary  methods  of  teaching  English  grammar  do 
little  to  establish  a  correct  use  of  language. 

The  text-books  in  common  use  appeal  chiefly  to  the  mem- 
ory. They  are  placed  in  the  hands  of  young  pupils  who 
memorize  them,  and,  perhaps,  recite  satisfactory  lessons, 
but  the  real  result  is  the  acquirement  of  many  terms  and 
definitions,  which  convey  but  little  meaning,  atid  give  but 
little  mental  growth.  The  practical  use  of  language  is  not 
acquired  thereby. 

The  injury  inflicted  upon  the  pupil  is  a  double  one. 
First,  after  much  toil  he  fails  to  reap  any  substantial  ben- 
efit. Second,  he  acquires  wrong  habits  of  study,  which 
usually  hinder  thought,  and  give  a  great  distaste  for  the 
subject.  For  the  duties  of  life  he  is  but  little  better  fitted 
than  thoudi  he  had  not  "  finished  "  Ens^lish  ojrammar. 

A  practical  knowledge  of  the  language  is  to  be  acquired 
through  an  intelligent  observation  and  use  of  it,  rather  than 
through  a  study  of  the  science.     This  observation  and  use 


iv  PREFACE. 

should  be  stimulated  in  all  children  at  an  early  age.  Tlicy 
acquire  their  use  of  language,  whether  elegant  or  inelegant, 
by  imitation.  Hence,  all  incorrect  expressions  should  be 
corrected,  ipid  the  child  thoroughly  trained  in  the  use  of 
correct  ones. 

In  the  use  of  written  language,  the  first  step  is  to  exer- 
cise the  pupil's  perception  in  making  an  intelligent  exami- 
nation of  a  correct  model.  The  second  step  is  to  exercise 
him  in  imita'^ing  that  model  until  a  reasonable  degree  of 
accuracy  and  skill  has  been  secured.  The  third  step  is  to 
exercise  him  in  constructing  correct  sentences  by  using  tlie 
knowledge  he  has  accpured  by  observation  and  imitation. 
This  plan  should  be  steadily  persevered  in.  The  language 
lesson  should  be  a  daily  one.  It  need  not  be  long,  but  it 
should  be  thorough. 

This  little  volume  is  intended  as  an  exponent  of  these 
ideas,  and  is  an  "  Introduction  to  the  Study  of  English 
Grammar."  Adaptation  to  the  capacities  of  children, 
rather  than  scientific  accuracy,  has  been  the  aim.  I  be- 
lieve that  a  patient  use  of  it  will  secure  two  very  desirable 
ends:  First,  a  reasonable  readiness  and  accuracy  in  the 
use  of  language,  and  a  properly  stimulated  perception  ;  Sec- 
ond, an  excellent  preparation  for  the  successful  and  rapid 
acquirement  of  the  science  of  language  as  treated  in  ordi- 
nary text-books  on  the  subject. 

I  invite  teachers  to  give  the  book  a  trial,  and  vAq  the 
results.  II.  11. 

Chicago,  3fa?/  1,  1871. 


OONTENTy, 


I. 
11. 
ni. 

IV. 

V. 

YI. 

VII. 

LESSON. 

I. 
II. 
m. 

IV. 

V. 

VI. 

VII. 

VIII. 

IX. 

X. 

XI. 

XII. 

XIII. 

xrv. 

XV. 
X^T[. 

x\^I. 
xvin. 

XIX. 

XX. 

XXI. 

XXII. 

XXIII. 

XXIV. 

XXV. 

XXVI. 

XXVII. 

XXVIII. 

XXIX. 

XXX. 

XXXI. 

xxxn. 


The  Sentence 

Capital  Letter.    Selection  of  Sentences. 

Tlie  Telling  Sentence.    Period 

The  Asking  Sentence 

The  Commanding  Sentence 

The  Exclaiming  Sentence 

Review 


Writing  by  Pupils. 


4 
5 

7 

8 

10 


Capital  and  Period 12 

The  Interrogation  Point 13 

Capitals  in  Proper  Names 13 

Review 14 

Comma 15 

Comma,  and  Capitals  land  O 16 

Capitals  in  Poetry 17 

Review 18 

Quotation  Marks , , 19 

The  Colon 20 

Divided  Quotation 21 

Review 22 

Capitals  —  Personified  Objects 22 

Thellyphen 23 

Hyphen  —  Continued 24 

Preceding  Marks  Incorrectly  Used 25 

Comma  —  Continued 25 

Capitals  —Titles  of  Books 27 

Period  —  Capitals  —  Titles  of  Persons 27 

Common  Abbreviations 28 ' 

Apostrophe  to  Denote  Omission 29 

Apostrophe  denoting  Possession 29 

Review 30 

Exclamation  Point 31 

Review 32 

33 

34 

35 

35 


36 
37 


CONTENTS. 


XXXIII.  Objects  —  The  Apple 37 

XXXIV.  Water 39 

XXXV.    Bread 41 

XXXVI.    A  Paper  Box 42 

XXXVn.    Writing  Paper , 43 

XXXVIII.    APig 44 

XXXIX.    A  Match 45 

XL.    Glass 46 

XLI.    A  Chair 47 

XLII.    Thelland .  48 

XLIII.    Forming  Compound  Sentences  from  Simple  Oues 49 

XLrV.    Compounding  of  Sentences — Continued 61 

XLV 61 

XLVI.    Compounding  Sentences 52 

XL VII.    Compounding  Sentences 63 

XLVIII.    Use  of  Pauses 54 

XLIX.    Useof  Pauses 55 

L.    Lesson  on  a  Picture 56 

LI.    A  Picture 59 

LII.    APicture 60 

LITE.    APicture 62 

LrV.    A  Picture 6-1 

LV.    A  Picture 65 

LVI.    APicture G7 

LVn.    APicture 69 

LVIII.    A  Picture 71 

LIX.    APicture 72 

LX.    The  Condor 74 

LXI.    Siberian  Children 75 

LXIL    ACanal 76 

LXIII.    Savage  Life 77 

LXIV.    Givthering  Sugar  Cane 7S 

LXV.    The  Ostrich 79 

LXVL    The  Lion 80 

Lxvn 81 

LXVIII.    A  Team  of  Snakes 82 

LXIX.    Trained  Fleas '. 82 

LXX.    Of  the  Elephant 83 

LXXt 84 

LXXII 85 

LXXTII. , 86 

JJLXIY.    Elephant  Acting  as  Nurse 87 

LXXV.    The  Bee  and  the  Child 88 

LXXVI.    The  Monkey  and  the  Cat 89 

LXVII.    The  Boy  and  the  Dog 90 

LXXVIII.    The  Boy  and  the  Dog  — Continued .  91 

LXXIX.    TheBoy  and  the  Dog  — Continued 91 

LXXX.    The  Boy  and  the  Dog  —  Continued 92 

LXXXI.    TheBoy  and  the  Dog  — Continued ...  93 

LXXXTI.    Mary's  Lamb 94 

LXXX1 1 1.     Mary  and  her  Lamb *  ^ 

TJGCXIV      M.iry  and  her  Lamb JO 


CONTENTS.  Vll 


PAGE 

LXXXV.    Mary  aud  her  Lamb 96 

LXXXVI.    The  Wasp  and  the  Bee 97 

luXXXVII.    The  Wa=p  and  the  Bee 98 

LXXXVm.    Deeds  of  Kindness 98 

LXXXTX.    Deeds  of  Kindness- 99 

XC     Parenthesis  and  Dash 100 

XCl.    Snow 101 

XCII.    Boys 102 

XCIII 102 

XCIV.    Letter-Writing 103 

XCV.    A  Letter 104 

XGVI.    A  Letter 107 

XCVII.    A  Letter 108 

XCVm.    Business  Letter 109 

XCIX    A  Letter 110 

C.    A  Letter Ill 

CI.    A  Letter Ill 

Cn.    Note  of  Invitation Ill 

cm.    Note  of  Acceptance 112 

CrV.    A  Promissory  Note 113 

CV.    Receipt 114 

CVI.    Advertisement 115 

CYII.    Advertisements 116 

CVIIL    Piain 117 

CIX.    Rain  —  Continued 118 

ex.    Clocks 119 

CXL    Shoes 120 

CXIL    Balls 120 

CXIII.    The  Rainbow 121 

CXIV.    A  Ride  to  the  Country 122 

CXV.    A  Ride  in  a  Street-Car 124 

CXVI.    A  Journey  to  Boston 124 

CXYII.    A  Journey  to  Russian  America 125 

CXVin.    Subjects 125 

CXLX.    A  River... 125 

CXX.    Plan 126 

CXXI 1S6 

CXXII.    The  Elephant 127 

CXXIII 127 

CXXIV 127 

CXXV.    Proverbs 129 

CXXVI.    lUustrations 130 

CXXVII.    Impromptu  Exercises 131 

XXVIII.     Grouping  Words  into  Classes 133 

CXXIX.     Grouping  Words  —  Continued 134 

CXXX.    Grouping  Words  —  Continued 136 

CXXXI.    Grouping  Words  —  Continued 136 

CXXXII.    Grouping  Words  —  Continued 138 

CXXIII.     Grouping  Word.4  —  Continued 139 

CXXXrV.     Sentences  for  Examination 140 

CXXXV.    Subject  and  Predicate ,..         142 


■\ 


PEEPAEATOEY  EXEEOISES. 


EXERCISE  I. 

THE    SENTENCE. 

Teacher  comes  before  the  class  with  a  number  of  objects  in  hand 
such  as  a  book,  an  apple  and  a  pencil. 

Teacher,    Tell  me  what  I  have  here. 

Pm[){l.    An  apple,  a  book  and  a  pencil. 

Look  at  them,  and  tell  me  something  about  them. 

Note.  —  As  much  tact  is  required  on  the  part  of  the  teacher  in  selecting  tli« 
most  appropriate  sentence,  as  in  any  other  part  of  the  work. 

XoTE.  — Pupils  spell  all  words,  and  teacher  writes  them  on  the  blackboard.  Th« 
teacher,  holdiug  the  pencil  before  the  pupils  and  requiring  their  close  attention, 
continues :  — 

What  was  the  first  thing  I  did  in  this  lesson  ? 

You  showed  us  a  book,  an  apple  and  a  pencil. 

What  did  I  do  next  ? 

You  told  us  to  look  at  them,  and  say  something  about  them 

What  then  did  you  do  ? 

We  looked  at  them. 

What  next  ? 

We  said  something  about  them. 

Did  you  not  do  something  before  you  talked  1 

Pupils  think  :  hands  are  raised. 
We  thought. 

Yes,  that  is  right ;  you  thought. 
What  did  you  do  after  you  thought  ? 
We  told  you  what  we  thought. 
How  did  you  tell  me  wliat  you  thought  ? 
We  told  you  promptly. 


2  PREPARATORY   EXERCISES. 

What  did  you  use  when  you  told  me  what  you  tliought? 
,  Wc  used  our  tongues. 

Note.  —  It  will  be  noticed  that  the  last  two  answers  are  not  wanted.  Such  re- 
plies must  be  expected,  and  met  by  the  teacher  in  some  way  like  the  following  :  — 

What  else  did  you  use  when  you  told  me  what  you 
thought  ? 

We  used  words. 

That  is  what  I  wanted  you  to  say.  All  repeat  and  spell, 
We  used  words. 

The  teacher  now  refers  to  the  sentence  as  seen  upon  the  board,  namely  :  Th« 
pencil  has  a  point. 

What  are  those  upon  the  board  ? 
Words. 

What  do  they  do  ? 
They  tell  a  thought. 

Note.  —  When  the  pupils  are  slow  to  answer,  a  rapid  review  of  the  few  previous 
points  gained  will  seldom  fail  to  secure  the  desired  reply. 

Because   they  tell   a   thought,  what   may  we   call    this 
whole  group  of  words  ? 
The  telling  of  a  thought. 
The  telling  of  a  thought  how  ? 
By  words. 

AVhat  then  may  we  call  the  whole  group  of  words  ? 
The  telling  of  a  thought  by  words. 
Who  can  give  me   a   word   to   use   instead  of  telling  J 

Hands  are  raised. 
Showing,  —  saying. 
I  will  give  it,  —  Expression. 

Tell  me  what  this  is  upon  the  board,  and  use  the  new 
word. 

It  is  the  expression  of  a  thought  by  words. 
Pupils  repeat  and  spell. 

By  what  other  name  may  tjiis  group  of  words  be  called  - 
A  sentence. 

Note. — Pupils  will  seldom  fail  to  give  the  word,  sentence ;  they  have  had  it 
Tiany  times  in  their  reading  exercises. 


PREPARATORY  EXERCISES.  3 

Now  tel]  me  what  a  sentence  is,  and  say  the  word  sen- 
tence last 

The  expression  of  a  thought  hy  words  is  called  a  sen- 
tence. 

Note.  —  Pupils  spell  words,  and  after  individual  repetition  teacher  writes  defini- 
tion upon  the  board. 

Let  the  pupils  make  five  other  sentences  about  the  pencil  or  any  object  in  the 
schoolroom.  Teacher  writes  them  upon  the  board.  The  words  should  *:«  spelled 
by  the  pupils. 


EXERCISE  II. 

CAPITAL    LETTER.      SELECTION    OF   SENTENCES.      WRITINO 
BY   PUPILS. 

Review  previous  lesson ;  cause  pupils  to  name  steps  taken  when  they  make  sen 
tences.    Be  careful  that  they  repeat  accurately  the  definition  of  a  sentence. 

I  will  write  the  sentence  that  you  made  for  me  yesterday 
on  the  board. 

The  pencil  has  a  point. 

With  what  kind  of  letter  is  the  first  word  begun  ? 

A  capital  letter. 

Make  a  sentence  about  the  clock. 

The  clock  shows  the  time  of  day. 

Teacher  writes  it  on  the  board  as  the  pupils  spell  the  words. 

With  what  kind  of  letter  is  the  first  word  begun  ? 
A  capital  letter. 
~  Open  your  readers ;  each  find  a  sentence  ;  read  i:  to  me, 
and  I  will  write. 

Writes  on  board. 

This  bird  is  a  dove. 

Most  birds  have  four  toes. 

Here  is  a  picture  of  a  house  and  a  man. 

The  man  is  going  into  the  house. 

With  what  kind   of  letter  is  the  first  word  of  each  sen 
tence  begun  ? 
A  capital  letter. 


4  PREPARATORY   EXERCISES. 

Find  in  your  books  a  sentence  which  does  not  commenc6 
with  a  capital  letter. 

Pupils  fail  to  find  one. 

When  we  write  or  print  a  sentence  with  what  kind  of 

letter  must  we  begin  the  first  word  ? 

We  must  begin  the  first  word  of  every  sentence  with  a  capital  lett 
Each  of  you  make  two  sentences  about  my  watch,  sele 

two  other  sentences   from   your  readers,  and   write    them 

carefully  upon  your  slates. 

Note.  —  The  pupils  are  now  strong  enough  to  make  or  find  new  sentences.  The 
work  should  be  thoroughly  criticised  and  examined  by  the  teacher  in  respect  to 
capitals,  spelling,  spacing,  relative  position  and  neatness. 


EXERCISE   III. 

THE    TELLING   SENTENCE.      PERIOD. 
Review  previous  lesson. 

About  what  did  we  talk  in  our  last  lesson  ? 

About  the  sentence. 

Make  a  sentence  about  this  apple. 

The  apple  is  red. 

Teacher  writes  upon  the  board,  while  the  pupils  spell  words. 

What  did  you  do  when  you  made  this  sentence  ? 
We  told  you  something  about  the  apple. 
We  said  something  about  the  apple. 

Because  this  sentence  tells  or  says  something,  what  kind 
of  a  sentence  may  we  call  it  ? 

A  telling  sentence ;  a  saying  sentence. 

You  may  call  it  a  telling  sentence.     What  then  is  a  tall 
ing  sentence  ? 

A  sentence  that  tells  something  is  a  telling  sentence. 

Make  four  telling   sentences  about  the  bell,  two  about 
the  window,  and  three  about  a  dog. 

Pupils  spell  words,  teacher  writes  upon  the  board,  pupils  copy  upon  their  «late». 


PREPARATORY   EXERCISES.  O 

What  have  I  placed  after  the  last  word  of  each  sentence  ? 

A  period. 

What  mark  then  must  be  placed  after  the  last  word  of 
every  telling  sentence  ? 

We  must  place  a  period  after  the  last  word  of  every 
telling  sentence. 

Let  the  pupils  write  upon  their  slates  the  definitions  suggested  by  the  following 
questions. 

What  is  a  sentence  ? 

With  what  kind  of  letter  should  we  begin  the  first 
word  of  every  sentence  ? 

What  is  a  telling  sentence  ? 

What  mark  must  we  put  after  the  last  word  of  every  tell- 
ing sentence  ? 

For  to-morrow,  I  wish  you  to  write  upon  your  slates  six 
telling  sentences  about  the  cow,  and  be  very  careful  about 
the  use  of  capital  letters,  periods,  and  the  spelling  of  all 
words. 

I  want  every  slate  to  look  neat  and  clean. 


EXERCISE  IV. 


THE   ASKING   SENTENCE. 


Review  previous  lesson. 

About  what  kind  of  sentence  did  we  talk  in  our  last 
lesson  ? 

We  talked  about  the  telling  sentence. 

You  may  give  me  a  telling  sentence  about  my  watch. 

Your  watch  has  a  gold  case. 

How  many  of  you  would  like  to  know  something  about 
my  watch  that  you  do  not  know  ? 

Hands  are  raised. 

How  can  you  find  out  what  you  do  iioi  know  ? 
We  can  ask  you  to  tell  us. 


6  PREPARATOEY  EXERCISES. 

Well,  you  may  ask  me,  and  I  will  write  what  you  say 
upon  the  board. 

How  much  did  it  cost  ? 

Does  it  keep  good  time  ? 

Where  did  you  buy  it  ? 

How  long  have  you  had  it  1 

Note.  —  Pupils  spell  worrds,  teacher  writes  ui)oa  board  without  punctuating 

What  have  you  been  doing  ? 
Asking  questions. 

What  are  those  upon  the  board  ? 
Sentences. 

What  do  they  do  ? 
They  ask  questions. 

Because  they  ask  questions,  what  kind  of  sentences  may 
we  call  them  ?. 
Asking  sentences. 
Pupils  spell. 

What  is  an  asking  sentence  ? 

A  sentence  that  asks  a  question  is  called  an  asking 
sentence. 

Pupils  repeat,  spell  words,  and  write  definitions  upon  their  slates. 

Open  your  books,  each  find  two  asking  sentences,  and 
read  them  to  me. 

Pupils  find  sentences,  and  read  them. 

What  mark  do  you  find  after  the  last  word  of  each  ask- 
ing sentence  ? 

An  interrogation  point. 

If  the  pupils  do  not  know  the  name  of  the  mark,  they  may  describe  it  or  show 
it  to  the  teacher,  who  then  gives  it  a  name,  which  the  pupils  are  required  to  spell. 
Some  pupil  should  then  be  required  to  complete  the  sentences  on  the  board  by 
placing  an  interrogation  point  after  each.  The  pupils,  rather  than  the  teacher, 
should  do  this  work;  for  although  they  are  gaining  useful  information,  the  object 
of  the  lesson  is  not  so  much  to  inform  them  as  it  is  to  train  them  to  investigate, 
discover,  decide  and  do. 

Wliat  mark  must  be  placed  after  the  last  word  of  every 
asking  sentence  ? 

Care  should  be  taken  to  impress  the  fact  that  the  punctuation  mark  13  a  part 
of  the  written  sentence. 


PREPAKATORY   EXERCISES.  7 

EXERCISE   V. 

THE    C03niANDING    SENTENCE. 

How  many  kinds  of  sentences  do  you  now  know  ? 

T\V3. 

What  are  they  ? 

The  telling  sentence  and  tlie  asking  sentence. 
What  is  a  telling  sentence  ? 

i  sentence  that  tells  something  is  called  a  telling"  sentence. 
Give  me  the  definition  of  an  asking  sentence,  and  I  will 
vv  4te  it  on  the  board. 

Pupils  spell,  teacher  writes. 

Write  five  asking  sentences  upon  your  slates. 

'^upils  write,  teacher  interrupts. 

What  are  you  doing  ? 

Writing  five  asking  sentences. 

W^hy  are  you  writing  ? 

Because  yea  told  us  to  write. 

What  word  can  you  use  instead  of  told  ? 

CommaucJed. 

Again.      Wly  are  you  writing  ? 

Because  you  £ouiJnanded  us  to  write.  '*" 

Who  can  repeat  ^hat  I  said  ? 

Hands  are  raised,  s?ctoi;co  Js  repeated,  pupils  spell  words,  teacher  writes  upoa 
tbe  board. 

Write  five  asking  soutences  upon  your  slates. 

What  is  this  ? 

A  sentence. 

What  does  it  do  ? 

It  makes  a  command. 

It  commands. 

What  kind   of  seiiij,i.t^  diay  we  call  it  ? 
A  commanding  sentence. 


8  PREPARATORY   EXERCISES. 

What  is  a  commanding  sentence.  '^ 

A  sentence  that  expresses  a  command  is  called  a  COllimanclillg 

sentence. 

Give  me  five  commanding   sentences,  and  1  will  write 
them  upon  the  board. 

Pupils  give  sentences,  teacher  writes  and  punctuates. 

What  mark  have  I  placed  after  the  last  word  of  each 
sentence  ? 
A  period. 
Find  two  commanding  sentences  in  your  books. 

To  save  time  it  will  be  well  to  designate  some  page  previously  selected  by  the 
teacher. 

WJiy  are  these  commanding  sentences  ? 

Because  they  express  commands. 

AYhat  mark  do  you  find  after  the  last  word  of  each  ? 

A  period. 

Pupils,  state  how  to  begin  and  close  every  commandin*,' 
sentence. 

For  to-morrow  you  may  write  upon  your  slates  ten  com 
mandins:  sentences  about  our  Lanojuaoje  Lessons. 


EXERCISE  VI. 

THE    EXCLAIMING    SENTENCE. 

Review  previous  lesson. 

Call  for  ten  or  more  commanding  sentences  about  one  object. 

In  giving  these  sentences  insist  on  variety  of  thought  and  exprcssloa. 

Were  the  stove  to  fall,  what  would  you  do  ? 
I  Avould  laugh. 
I  would  be  afraid. 
I  would  halloo. 
I  would  scream. 

How  many  of  you  would  say  something  ? 

Hands  are  raised 


TREPARATORY   EXERCISES.  9 

What  wouJd  you  say  ? 

.,      O! 

My  goodness ! 

Whew ! 

Look  out  there ! 

AYhat  do  you  call  these  expressions  ? 
Exclamations. 

Pupils  spell.  If  the  pupils  do  not  know  the  word  exclamation,  it  may  be  given 
to  them 

AYhat  exclamations  would  you  make  if  you  were  scared  ? 
if  you  were  sorry  ?  if  you  were  tired  1 

Pupils  answer. 

If  you  were  to  see  an  ox  and  a  horse  drawing  a  wagon, 
what  would  you  say  ? 

What  a  funny  team  that  is  ! 

How  odd  the/  look ! 

Suppose  it  were  raining  hard,  and  you  were  to  look  out 
of  the  window,  what  would  you  say  ? 

How  hard  it  rains ! 

What  a  wet  day  it  is  ! 

Let  the  teacher  write  all  the  above  exclaiming  sentences  upon  the  board  with- 
out punctuation.    The  pupils  should  spell  all  the  words. 

What  are  these  upon  the  board  ? 

Sentences. 

What  do  they  do  ? 

They  make  exclamations. 

What  kind  of  sentences  are  they  ? 

Exclaiming  sentences. 

What  is  an  exclaiming  sentence  ? 

^1  sentence  that  makes  an  exclamation  is  called  an  exclaiming 

sentence. 

Open  your  books  and  find  two  exclaiming  sentences. 

Pupils  find  and  read  sentences. 

What  mark  do  you  find  after  the  last  word  of  each  sen- 
tence ? 

An  exclamation  point.  ■* 

Some  pupil  should  now  be  called  upon  to  complete  the  work  upon  the  board. 


10  PREPAliATORY   EXERCISES. 

What  mark  should  be  phiced  after  the  hist  word  of  every 
exclaiming  sentence  ? 

We  should  place  an  exclamation  point  after  the  last 
word  of  every  exclaiming  sentence. 

For  to-morrow,  you  may  find  five  exclaiming  sentences 
in  your  books,  and  copy  them  neatly  upon  your  slates. 
You  may  also  write  five  exclaiming  sentences  about  cur 
school.  Try  to  have  your  own  sentences  look  as  nice  as 
those  you  take  from  the  book. 


EXERCISE  VII. 


Review  all  the  previous  work.  Let  the  pupils  repeat  and 
<\^rite  all  definitions  and  statements  in  the  order  of  their 
development. 

Let  them  form,  and  find  and  write  many  of  each  kind  of 
sentence. 

Hold  them  rigidly  to  the  correct  use  of  capitals  and 
punctuation  marks. 

Re-write  every  misspelled  word  or  badly  arranged  sen 
tence.     Allow  no  dirt  nor  extra  marks  upon  the  slates. 


LESSOInTS  in  LAK'GTJAGE. 


To  THE  Teacuek.  —  The  object  of  these  first  lessons 
is  to  make  the  pupil  quite  familiar  with  the  expressed  ybrm 
of  a  sentence.  He  should  be  trained  to  observe  carefully 
a  correct  model,  and  then  to  imitate  it ;  to  use  the  capital 
letter  at  the  commencement  of  the  sentence,  the  full  pause 
at  the  end,  and  the  other  marks  in  their  proper  places. 

As  it  is  the  design  of  this  little  volume  to  teach  the  use 
of  language,  and  introduce  the  pupil  to  the  science  of  it, 
some  things  must  necessarily  be  done  mechanically,  at  first, 
but  patient  practice  will  soon  make  the  pupil  familiar  with 
the  marks  here  introduced. 

DIRECTIONS    FOR    USING   THE    LESSONS. 

1.  By  means  of  the  suggestive  questions  attached  to 
each  lesson,  let  the  pupil  make  a  careful  examination  of 
the  models. 

2.  Have  the  pupil  copy  the  models  on  slate  or  paper. 

3.  Teacher  examine  the  written  work,  noting  all  errors 
which  the  pupil  should  be  expected  to  avoid. 

4.  Teacher  question  pupils  until  they  fully  understand 
what  is  correct,  and  can  make  a  statement  of  it  in  their 
own  language. 

5.  Pupils  copy  the  exercise  in  a  blank-book  kept  for 
receivinor  their  final  effort  on  each  lesson. 


12  LESSONS  IN  LANGUAGE. 

6.  Insist  that  this  book  be  kept  neat  and  free  from  blots 
nd  defacing  marks  of  every  kind.    Too  much  attention  can 
not  be  given  t'o  this  point. 


LESSON  I. 

CAPITAL    AND    PERIOD. 

Model  Sentences  for  Careful  Examination. 

1.  A  little  girl  sat  near  a  tree. 

2.  A  bird  flew  to  the  branch  above  her. 

3.  He  began  to  sing  a  merry  song. 

QUESTIONS. 

1.  How  many  lines  in  the  above  ? 

2.  What   kind  of  letter  do  you  see  at  the  beginning  of  each  lino  ? 

3.  What  mark  do  you  observe  at  the  close  ? 

Such  a  marh  is  called  a  period. 

4.  How  many  thoughts  are  expressed  in  these  lines  ^ 

5.  Mention  each  thought. 

6.  What,  then,  docs  each  line  express  7 

Because  each  line  is  a  group  of  words  used  to  express  a 
thought^  we  call  it  a  sentence. 

7.  What  is  a  sentence  ? 

A  sentence  is  a  group  of  tvords  used  to  express  a 
thought. 

Every  sentence  begins  with  a  capital^  and  generally 
closes  with  a  period. 

Write  a  sentence  about  a  boy,  —  a  dog,  —  a  cat. 


LESSONS  IN  LANGUAGE.  13 

LESSON  II. 

THE   INTERROGATION    POINT. 

Model  Sentences  for  Examination, 

1.  Did  the  little  girl  sit  near  a  tree  ? 

2.  Did  the  bird  fly  to  the  branch  above  her  ? 

3.  Did  the  bird  begin  to  sing  a  merry  song  ? 

Let  us  observe  the  difference  between   these  sentences 
i^d  those  at  the  commencement  of  the  last  lesson. 

1.  Bo  they  express  their  meaning  in  the  same  way  1    What  differ- 
ence do  you  notice  1 

2.  Is  the  closing  mark  the  same  as  the  one  used  in  the  last  lesson  ^ 
Make  this  one  on  your  slate. 

3.  Why,  do  you  think,  a  different  mark  is  at  the  close  ? 

4.  Do  you  know  what  this  mark  is  called  1 

It  is  called  an  interrog'ation  point. 

5.  Erom  what  you  observe,  when,  do  you  think,  an  interrogation 
point  should  be  used  1 

6.  Write  three  sentences  which  close  with  an  interrogation  point 

7.  How  should  every  sentence  begin  and  generally  end  1 


LESSON  IIL 

CAPITALS    IN    PROPER   NAMES. 

Models  for  Study, 

L  This  little  girl  is  named  Mary. 

2.  She  has  a  holiday  because  it  is  Saturday. 

3.  She  has  gone  to  the  woods  to  enjoy  it. 


14  LESSONS  IN  LANGUAGE. 

QUESTIONS. 

1 .  With  what  kind  of  letter  does  Mary  begin  "^ 

2.  With  what  kind  of  letter  does  girl  begin  ? 

Mary  begins  with  a  capital  letter,  because  it  is  the  name 
of  the  particular  girl  about  whom  we  are  talking  ;  and 
girl  begins  with  a  small  letter,  because  it  is  not  the  name 
of  a  particular  person. 

Names  of  particular  persons,  times  and  places  are  called 
proper  names ;  and  names  that  are  not  such  are  called 
eoinnion  names. 

3.  What  kind  of  words  are  proper  names  ? 

i .  What  kind  of  words  are  common  names  1 

5    What  kind  of  names  should  begin  with  capitals  ? 

6.  Write  your  own  name,  commencing  it  with  a  small  letter.    How 
'  do  you  like  the  appearance  ? 

7.  With  what  kind  of  letter  does  Saturday  begin  ?     Why  1 

8.  With  what  kind  of  letters  should  the  names  of  the  days  of  the 
week  and  months  of  the  year  begin  1    Why  ? 

9.  From  what  you  have  obsen-ed,  give  two  uses  of  capital  letteis. 

10.  Write  three  sentences  each  containing  a  proper  name.  Do 
they  contain  any  common  names  also  ? 


LESSON  IV. 


Correct  the  following  sentences  orally,  and  then  write 
them  in  their  corrected  form  upon  the  slates.  Afterwards 
copy  them  in  your  blank-book. 

1.  July  is  the  seventh  month  in  the  yo^r  ? 

2.  Mount  ararat  is  in  asia. 

3.  england  and  france  are  in  europe. 


LESSONS  IN   LANGUAGE.  16 

4.  how  old  is  jane. 

5.  is  the  Music  good. 

QUESTIONS. 

1 .  How  should  a  sentence  begin,  and  what  should  generally  be  used 
at  the  close  ? 

2.  How  should  a  question  begin,  and  what  mark  should  be  used  at 
the  close  1 

3.  How  should  proper  names  begin  ? 

4.  Write  the  names  of  the  days  of  the  week. 

In  expressing  thoughts,  intelligent  and  well-educated 
persons  generally  use  more  elegant  language  than  the 
ignorant  do.  Children  should  learn  to  use  proper  language 
and  to  avoid  the  use  of  improper. 

5.  Are  the  following  sentences  correct? 

I  seen  a  man.    We  sold  the  boss. 

6.  Mention  two  other  incorrect  sentences  Avhich  von  have  heard. 


LESSON  V. 

COMMA. 

Model  Sentences, 

1.  Mary  loves  the  trees,  fields,  flowers  and  birds. 

2.  She  said  :  "  Why  are  you  so  happy,  O  Birdie  ? 

3.  Tell  me  that  I  may  be  happy,  too." 

Write  these,  with  all  the  marks,  on  your  slates. 

QUESTIONS. 

1.  You  notice  a  mark  after  trees   and  fields.     IMake  one  on  youi 
latcs  lik3  it. 

2.  Do  3011  know  what  such  a  mark  is  called  ? 


IG  LESSONS   IN   LANGUAGE. 

It  is  called  a  comma.  Now  listen,  while  1  tell  you 
when  to  use  it. 

When  you  have  three  or  more  words  used  in  the  same 
way,  you  must  separate  all  hut  the  last  two  hy  a  comma. 
And  notice  that  between  the  last  two  there  is  only  the  ivord 

AND. 

Many  authorities  say  that  both  the  comma  and  the  word  and  shoulo'  be  phiced 
between  the  last  two  of  a  series,  but  this  is  so  far  contrary  to  both  custom  and 
reason  that  we  have  concluded  to  teach  that  the  word  and  is  sufficient. 

3.  Correct  the  following  sentences,  and  give  the  reasons  for  your 
corrections. 

John  expects  to  read  write  and  cipher. 

0  had  I  wings  like  a  bird  I 

4.  Give  two  uses  of  capital  letters. 

5.  Do  you  think  the  following  sentences  are  correct  '^ 

1  haint  got  no  slate  pencil. 

Henry  come  to  school  with  me  this  morning 


LESSON  VI. 

COMMA,    AND    CAPITALS    /  AND     0. 

Model.  —  Examine  it  closely. 

1.  Little  Mary,  God  made  me  that  I  might  be  happy, 
and  he  gave  me  a  voice  that  I  might  sing  to  those  who  are 
unhappy. 

QUESTIONS. 

1.  After  Mary,  in  the  first  line,  you  find  a  mark  exactly  like  the 
one  you  saw  in  the  last  lesson.     Tell  me  its  name. 

2.  Does  it  separate  three  or  more  words,  used  in  the  same  way,  as 
in  the  last  lesson  '^ 


LESSONS   IN  LANGUAGE.  17 

111  this  sentence  Little  Mary  is  spoken  to,  or  addressed, 
4ud  we  place  a  comma  after  her  name. 

A  4)oniina  is  used  after  the  name  of  a  person  addressed. 

3.  You  find  the  letter  /  standing  alone.     Is  it  a  capital  or  a  small 
letter  'f 

1  and  0,  whe7i  standing  alone,  should  always  he  capitals. 

4.  Write  two  sentences  containing  the  name  of  a  person  addressed  , 
two  sentences  containing  I  and  O  standing  alone. 

5.  With  what  kind  of  letter  should   a  sentence  begin,  and  Tvhat 
mark  should  be  used  at  its  close  1 

6.  What  mark  follows  a  question  1 

7.  Correct  the  following  : 

1.  Jane  i  want  to  see  you 

2.  I  love  apples  peaches  and  pears, 

3.  Mary  come  to  school  this  morning. 

4.  John  has  came  to  school  this  mornmtr. 


LESSON  Yll. 

CAPITALS    IN    POETRV. 

Model  for  Study. 

A  noisy,  merry  bird  am  I, 

With  not  a  care  nor  fear  ; 
I'm  happy  all  day  long,  and  sing 

For  those  about  me  here. 

QUESTIONS. 

1.  How  many  capital  letters  have  been  used  1     Where  ? 

2.  Does  each  line  begin  at  the  same  distance  from  the  edge  of  the 
paper  "     Which  lines  begin  nearer  the  edge  ? 

2 


18  LESSONS  IN   LANGUAGE. 

3.  Which  lines  begin  farther  from  the  edge  ? 

4.  What  do  you  notice  about  the  sounds  of  the  words  at  the  end 
of  the  second  and  fourth  lines  ? 

They  close  with  the  same  sound. 

When  lines  close  with  words  ending  in  the  same  sound, 
we  say  such  lines  rhyme.  Composition  like  the  above  is 
called  poetry. 

5.  With  what  kind  of  letter  does  each  line  of  poetry  commence  1 
Each  line  of  poetry  should  begin  with  a  capital. 

6.  Give  all  the  uses  that  you  have  learned  of  capital  letters. 

7.  Write  the  following  correctly  upon  your  slates  : 

mary  had  a  little  lamb, 
its  fleece  was  white  as  snow ; 
and  everywhere  that  mary  went, 
the  lamb  was  sure  to  go. 
After  it  has  been  corrected,  copy  it  in  your  blank-book      Take 
great  pains  thai  your  work  be  done  very  nicely. 


LESSON  VIII. 

REVIEW. 

1.  How  should  every  sentence  begin  ? 

2.  What  marks  may  be  found  at  the  close  ? 

3.  He  bought  a  large,  new  and  fashionable  house. 
What  three  words  describe  house  ? 

4.  Are  they  all  used,  then,  in  the  same  way  ? 

5.  How  should  they  be  separated  ? 

6.  How  many  words  are  used  in  the  same  way  ? 

7.  What  do  you  see  between  the  last  two  '.' 

If  but  two  words  not  meaning  the  same  thing  are  used 
in  the  same  way,  and  the  word  and  or  or  is  placed  be 
tween  them,  no  comma  is  used. 


LESSONS   IN   LANGUAGE.  19 

8.  I  and  0  standing  alone  should  be  what  kind  of  letters  ? 

9.  Write  the  following  sentences  correctly  on  your  slates : 

1 .  Where  is  John.    John  is  here  1 

2.  The  girl  is  intelligent,  and  amiable. 

3-  We  started  on  a  calm  pleasant  moonlight  night 
4.  We  were  crowded  in  the  cabin,* 
not  a  soul  would  dare  to  sleep  : 
it  was  midnight  on  the  waters, 
and  a  storm  was  on  the  deep 
Finally,  copy  them  into  your  blank-book  with  great  care,     Remcra 
bcr,  Not  how  muc^, but  how  wdl. 


LESSON  IX. 

QUOTATION  MARKS. 

Model  for  Study, 

Mary  said :  "  But,  Birdie,  God  made  me,  too,  and  gave 
me  a  voice  that  I  might  sing  and  talk  with  all  about  me, 
and  yet  I  am  not  happy  all  the  time  as  you  are." 

QUESTIONS. 

1 .  What  marks  do  you  observe  at  the  end  of  the  sentence  ? 

2.  Are  the  commas  placed  on  the  line  ? 

3.  Tell  me  what  you  see  before  the  word  hut. 

4.  Arc  these  commas  in  the  same  position  as  those  at  the  close  ? 
No,  they  arc  turned  upside  down. 

5.  Are  they  placed  on  the  line  1 

6.  Who  said  all  the  words  in  the  text  ? 

Because  the  words  are  repeated  exactly  as  Mary  said 
them,  we  say  they  are  quoted,  and  we  call  the  whole  para- 
graph a  direct  quotation.     The  marks  ("  ")  at  the  he 
ginning  and  end,  we  call  quotation  marks. 


20  LESSONS   IN  LANGUAGE. 

7.  Wliat  is  a  direct  quotation  ? 

A  direct  quotation  is  a  repetition  of  the  exact  words  of 
another, 

8.  Inclose  each  of  the  following  lines  with  quotation  marks  : 

1.  Thou  shalt  love  the  Lord  thy  God  with  all  thy  heart. 

2.  Love  thy  neighbor  as  thyself. 

9.  Do  you  think  the  following  sentence  is  correct  1 

She  and  me  are  of  the  same  age. 


LESSON  X. 

THE    COLON. 

Model 

Birdie  said  :  "  Little  girl,  why  are  you  not  happy  ?  You 
have  kind  friends,  a  pretty  home,  the  green  fields  to  roam 
in  and  the  sweet  flowers  with  their  bright  colors  to  look 
at.     Truly,  you  should  be  happy." 

QUESTIONS. 

1.  What  do  you  find  between  said  and  little  ? 

2.  Are  they  two  periods  1 

Such  a  mark  is  called  a  colon,  and  is  placed  before  a 
direct  quotation,  when  we  are  told  in  the  text  who  uttered 
the  words  quoted. 

3.  What  marks  should  be  used  with  a  direct  quotation'^ 

A  colon  should  he  placed  before  a  direct  quotation,  and 
there  should  he  quotation  marks  at  the  beginning  and  end 
of  the  quotation. 

4.  With  what  kind  of  letter  docs  a  direct  quotation  begin  ^ 


LESSONS  IN  LANGUAGE.  21 

Every  direct  quotation  should  hegin  with  a  capital  letter. 

*>    Write  the  following  sentences  correctly : 

The  girl  said  it  is  a  pleasant  day. 

Mother  said,  Annie,  you  must  go  to  school. 

Let  the  teacher  dictate  the  text  found  at  the  head  of  this  lesson 
10  the  class,  and  the  pupils  write  it  on  their  slates  correctly. 


LESSON  XL 

DIVIDED    QUOTATION. 

"  Yes,  Birdie,"  said  Mary,  "  I  know  it  is  wrong  for  me 
to  have  such  thoughts,  but  sometimes,  when  I  do  not  want 
to  do  what  my  mother  or  teacher  would  have  me  do,  I 
feel  cross,  and  think  I  can  never  sing  or  be  pleasant  again.** 

1 .  Look  carefully  and  see  if  the  quotation  is  all  written  together. 

2.  What  would  you  say  of  an  apple,  if  I  should  cut  it  and  put 
part  in  one  place  and  part  in  another  ? 

AVe  should  say  it  was  divided. 

3.  What  kind  of  quotation  shall  we  call  this,  then "? 

4.  Notice  carefully  the  marks.     Do  you  see  a  colon  ? 

5.  Do  you  find  quotation  marks  1     Where  arc  they? 

6.  What  words  are  thrown  between  to  divide  the  qucli«.tion  f 

7.  What  marks  separate  the  quotation  and  the  dividing  words  ? 

8.  How  should  a  divided  quotation  be  written  ? 

There  should  be  quotation  marks  before  and  after  each 
part  of  the  quotation ;  and  a  comma  should  be  placed  be- 
tween each  part  of  the  quotation  and  the  dividing  words. 

9.  Write  the  following  correctly  : 

1 .  I  know  said  the  boy  that  I  am  wrong. 

2.  Be  good  said  a  wise  man  and  you  will  be  happy. 


22  LESSONS  IN  LANGUAGE. 

LESSON  XII. 

REVIEW. 

1.  John,  come  here.     Give  two  reasons  why  John  should  com 
mencc  with  a  capital  letter. 

2.  Why  should  there  be  a  comma  after  John  ? 

3.  It  is  nOt  true  that  i  am  going. 

4.  Is  the  above  sentence  correct  ? 

.5.  When  should  I  and  0  be  capitals  ? 

6.  AVhen  do  words  rhyme  1 

7.  What  is  a  direct  quotation  ? 

8.  What  marks  should  be  used  with  a  direct  quotation  ? 

9.  How  should  a  divided  quotation  be  written  ? 

10.  Write  the  following  correctly 

A  wise  man  says  know  thyself, 
There  is  said  he  no  other  hope 

No,  indeed,  said  the  man  I  have  found  how  useful  you  are,  so  I 
shall  keep  you  for  my  own. 

1 1 .  Do  you  like  the  following  sentences  ? 

Who  broke  this  slate.     Me. 
Bring  me  them  apples. 


LESSON  XIII. 

CAPITALS PERSONIFIED    OBJECTS. 

Copy  the  text  in  the  Xlth  Lesson. 
I .  Can  birds  talk,  hear  and  understand  what  we  say  ? 

To  THE  Teacher.  —  The  author  wishes  it  to  be  kept  constantly  in  mind,  that, 
his  object  being  to  adapt  these  lessons  to  the  capacity  and  needs  of  children,  he 
does  not  aim  to  make  all  his  definitions  and  rules  so  accurate  as  to  be  beyond 
triticisra. 


LESSONS   IN    LANGUAGE.  23 

2.  How  is  a  bird  represented  hcrel    As  a  person. 
Because  the  bird  is  represented  as  talking  and  listenini; 
as  a  person  does,  we  say  it  is  personified. 
3    ^yIlc^  is  an  animal  or  object  personified  ? 
When  it  is  made  to  talk  and  listen  as  a  person  does. 

4.  With  what  kind  of  letter  does  Birdie  begin  ? 

The  names  of  all  animals  and  ohjects  that  are  personi- 
fied^ should  begin  with  capitals. 

REVIEW. 

5.  Give  six  uses  of  capital  letters. 

6.  Give  two  uses  of  the  comma. 

7.  Give  one  use  of  the  colon. 

8.  What  is  a  direct  quotation  '^ 

9.  Correct  the  following  : 

The  lamb  said  to  the  wolf :  Who  arc  you  ? 


LESSON   XIV. 

THE    HYPHEN. 

"  But,  Mary/'  said  Birdie,  "when  you  feel  cross  and  uii- 
pleasant,  is  the  very  time  you  should  be  merriest.  Some- 
times, when  I  come  home  with  only  a  small  fly  for  my 
mate  and  little  ones,  my  mate  is  cross,  and  scolds  a  great 
deal.  Then  I  sing  loud  and  long,  and  she  soon  forgets  her 
LU-humor  and  sings  with  me." 

QUESTIONS. 

1.  Look  at  the  word  unpleasant  at  the  end  of  the  first  line.  Hovr 
many  syllables  in  it? 


24  LESSONS  IN  LANGUAGE. 

2.  But  there  was  not  room  to  put  it  all  on  one  line,  so  the  printer 
was  obliged  to  put  part  on  one  line  and  the  remainder  on  the  line 
below.  Perhaps,  if  he  had  tried,  he  might  have  put  more  than  tin  on 
the  first  line.     Why  did  he  not  do  so  ? 

Because,  when  a  word  is  divided  so  that  part  is  placed 
on  one  line  and  part  on  another,  the  division  shoidd  he 
made  between  two  syllables, 

S.  Do  you  know  what  the  mark  at  the  cud  of  the  first  line  is 
culled  ? 

It  is  called  a  hyphen. 

4.  Is  it  used  at  the  beginning  of  the  second  line  ? 

5.  Tell  one  use  of  a  hyphen. 

When  a  word  is  divided  at  the  end  of  a  line  a  hyphen  is 
used,  and  the  other  syllable  or  syllables  are  placed  on  the 
line  below. 

6.  Copy  the  text  on  your  slate,  and  afterwards  in  your  blank 
book. 

7.  When  is  an  animal  or  object  personified  ? 


LESSON   XV 

HYPHEN  —  Continued, 

"  AVell,  Birdie,  I  am  glad  you  have  told  me  so  good  a 
cure  for  my  ill-humor.  I  will  go  home  now  and  try  to  do 
just  as  you  have  said.  I  will  come  and  see  you  some 
Dtlier  time.     Good-bye." 

QUESTIONS, 

1.  Look  carefully  until  you  find  ill  and  humor.  What  do  you  find 
between  these  words  ? 

2.  Are  these  two  separate  words  ? 


LESSONS   IN   LANGUAGE.  2d 

3.  What  do  we  call  a  word  whose  two  parts  are  separated    by  a 
lij^phen  1 

We  call  it  a  compound  wo7^d, 

4.  How  are  compound  words  written  ? 

5.  Give  two  uses  of  a  hyphen. 

6.  Put  a  hyphen  in   the  proper   jjlace   in   each  of  the  following 
words : 

Anthill,  blueeyed,  glasshouse,  tomorrow,  fiveccnt,  redtopped. 


LESSON   XVL 

PRECEDING   MARKS    INCORRECTLY    USED. 

Write   the   following   sentences,  and   make   corrections 
when  needed : 

1.  John  is  good 

2.  Where  is  my  hat. 

3.  The  men  women  boys  and  girls  went. 

4.  Ann  come  here. 

5.  i  have  read  the  book  and  i  like  it. 

6.  A  wolf  said  to  a  lamb  why  do  you  muddy  the  stream  ? 

7.  Why  said  he  are  you  so  sad  ? 

8.  The  fox  said  to  the  crow  how  beautiful  you  are  ! 

9.  The  air  in  summer  is  warmer  than  in  winter. 

10.  The  teapot  fell  and  was  broken. 

11.  Which  is  right?     The  lot  is  twenty  foot  wide;  or.  The  lot  ii 
-  twenty  feet  wide. 

1 2.  He  writes  good ;  or.  He  writes  well. 


LESSON  XVII. 

COMMA  —  Continued, 

John  went  to  market  early  one  morning  to  get  some 
apples,  peaches,  pears  and  plums.     He  bought  some  pears 


26  LESSONS  IN  LANGUAGE. 

and  plums,  but  could  find  neither  peaches  nor  apples.     For 
what  he  bought  he  paid  half  a  dollar,  or  fifty  cents. 

QUESTIONS. 

1.   What  mark  do  you   find  after  each  of  the  words  apples  and 
peaches  ? 
2    Why  is  a  comma  placed  after  these  words  ? 

Because  when  three  or  more  words  are  used  in  the 
same  way^  all  hut  the  last  two  should  he  separated  hy  a 
comma, 

3.  In  the  second  part  of  the  paragraph  you  find,  "  He  bought  some 
pears  and  plums."    Is  there  a  comma  after  pears  1 

4.  How  many  words  are  used  in  the  same  way  ? 

5.  Why  is  there  no  comma  after  pears  ? 

Because  when  there  are  only  two  words^  and  and  con* 
nects  them,  a  comma  should  not  he  used, 

6.  WTiat  mark  do  you  find  after  the  word  dollar  ? 

7.  Why  should  a  comma  be  placed  there  1 

Because  when  two  words  meaning  the  same  thi7ig  have 
or  between  them,  the  comma  should  he  used. 

Remember,  the  comma  is  thus  used  only  when  the  two  w(U'ds  do 
note  the  same  thing. 

8.  Put  the  comma  in  the  proper  place  in  the  following  : 

1.  The  sun  moon  and  stars  send  forth  light. 

2.  The  girls  and  boys  may  have  recess. 

3.  The  pencil  cost  ten  cents  or  a  dime. 

4.  It  belongs  to  John  or  James. 


LESSONS  IN  LANGUAGE.  .  27 

LESSON  XVIII. 

CAPITALS TITLES    OF    BOOKS. 

I  went  to  the  book-store  to  buy  "The  Ark  of  Elm 
Island,"  but  could  not  get  it.  The  clerk  said  they  had 
"  Lion  Ben  "  and  "  Charlie  Bell/'  but  he  could  not  g-  ve 
the  book  I  wanted. 

QUESTIONS. 

1.  Look  through  the  sentences  above  and  count  the  capitals. 

2.  Are  these  capitals  used  at  the  commencement  of  new  sentences  1 

3.  Select  the  expressions  beginning  with  capitals. 

Each  expression,  as  perhaps  you  know,  is  the  name  of  a  very  nice 
book. 

4.  Do  all  the  words  in  the  expressions  begin  with  capitals  1 

When  ive  mention  the  titles  of  hooks  the  principal 
words  should  hegm  with  capitals. 

5.  Give  two  uses  of  the  comma, 

6.  Give  three  uses  of  capital  letters. 

Write  the  following  correctly  : 

1.  Felter's  arithmetic,  The  first  reader, 

2.  Guide  to  composition,  Kcrl's  grammar. 

7.  Do  you  think  the  following  sentences  are  correct  ? 

She  writes  neat. 
Bring  them  books. 


LESSON  XIX. 

PERIOD  —  CAPITALS TITLETS    OF   PERSONS. 

IVIr.  and  Mrs.  Jones  send  compliments  to  Rev.  A.  JM 
Smith,  and  request  the  pleasure  of  his  company  Friday 
even  in  or. 


28  •  LESSONS  IN  LANGUAGli. 

QUESTIONS. 

1.  Pronounce  the  first  word  in  the  text.     Spell  it. 

2.  Does  Mr.  spell  Mister  1 

Because  it  is  a  short  way  of  expressing  Mister,  we  coll 
it  an  abbreviation. 

3.  What  do  you  see  after  Mr  ? 
4    Is  Mrs.  an  abbreviation  ? 

5.  Of  what  is  it  an  abbreviation  ?     Of  Mistress. 

6.  Do  you  see  any  other  abbreviations  in  the  text  ? 

7.  Is  Rev.  part  of  the  man's  name  ? 

No,  it  is  only  a  title  given  him  on  account  of  his  office. 

8.  With  what  kind  of  letter  does  it  begin  ? 

Titles  q/*  office,  honor  and  respect,  should  begin  with 
capitals. 

9.  Mention  other  titles  that  should  begin  with  capitals. 

10.  Where  should  a  period  be  used  ? 

11.  What  mark  should  finish  every  abbreviation  ? 


LESSON  XX. 

COMMON    ABBREVIATIONS. 

Write  their  equivalents  on  the  slate.^ 
Gen.,  Wm.,  Co.,  Dr.,  Maj.,  St.,  No.,  N.  Y.,  A.  M.,  P. 
M.,  Rev.,  Yds.,  Prof.,  Hon.,  Col.,  Esq.,  Bbls.,  M.  D.,  R.  II. 

Correct  the  following  : 

1.  Rev  Dr  Snow  preached  on  the  goodness  of  God. 

2.  She  put  the  St  and  No  on  her  letter. 

3.  The  N  Y  Central  R  R  prospers. 

*  The  teacher  may  supply  such  equivalents  as  the  pupils  themselves  canho* 
obtain. 


LESSONS  IN  LANGUAGE.  *  29 

LESSON  XXL 

APOSTROPHE    TO    DENOTE    OMISSION. 

"  But/'  his  little  daughter  whispered. 

As  she  took  his  icy  hand, 
"  Isn't  God  upon  the  ocean 

Just  the  same  as  on  the  land?  " 

QUESTIONS. 

1.  What  kind  of  composition  do  we  call  that  in  the  text? 

2.  With  what  should  each  line  of  poetry  begin  ? 

3.  Where  should  each  line  of  poetry  begin  1 

4.  Pronounce  the  first  word  in  the  third  line. 

5.  Is  that  the  full  form  of  the  Avord  7 

6.  What  is  the  full  form? 

You  observe  a  new  mark  used  to  take  the  place  of  the 
letter  that  has  been  omitted.  This  mark  is  called  an  apos- 
troplie,  and  is  used  when  a  letter  or  letters  have  been 
purposehj  left  out» 

7.  Give  one  use  of  an  apostrophe. 

8.  Write  full  forms  for  the  following . 

'Tis,  Hark'n,  Ne'er,  I've,  Do't,  Use'em. 


LESSON  XXIL 

APOSTROPHE    DENOTING   POSSESSION. 

Mary's  mother  said  that  she  might  play  all  the  after- 
noon, if  she  would  only  remember  to  come  home  when  the 
clock  struck  four.     She  forgot  her  promise,  and  staid  until 


30  LESSONS  m  LANGUAGE. 

it  was  late.     Mary's  promise  was  like  those  which  manj 
little  girls  make. 

QUESTIONS. 

1  Spell  Mary^s  in  the  first  line. 

2  Whose  mother  told  Mary  what  she  might  do  ? 

3.  Yes,  I  do  not  suppose  any  other  mother  would  have  the  right 
to  direct  Mary.  But  I  wanted  to  express  on  paper  that  Mary  cwned, 
:t  possessed,  the  mother.    How  did  I  do  it  1 

JBi/  writing  the  word  Mary  with  an  apostrophe,  and 
If  Iter  s  after  it, 

4.  Give  two  uses  of  the  apostrophe. 

5    Place  the  apostrophe  in  the  right  place,  in  the  follomng : 

Johns  pencil,  The  eagles  feather, 

Mothers  child,  Marys  lamb, 

Harrys  home.  The  girls  pencil. 


LESSON  XXIII. 

REVIEW. 

1.  The  ship  sailed  up  the  gulf,  or  bay. 

2.  I  bought  Kay's  Arithmetic. 

3.  The  book  was  given  to  Captain  Jones. 

4.  I'll  never  say,  I  can't. 

5.  Jane's  hat  is  new. 

QUESTIONS. 

1.  In  the  first  sentence,  why  is  there  a  comma  after  gulf? 

2.  In  the  second,  why  do  the  last  two  words  begin  with  capitals  ? 

3.  In  the  third,  why  does  Captain  begin  with  a  capital  ? 

4.  What  do  you  call  the  mark  between  I  and  11,  in  the  first  word 
n  the  fifth  sentence  ? 

5.  What  mark  between  e  and  s,  in  the  fifth  ? 


LESSONS   IN  LANGUAGE.  81 


5.  Why  are  these  marks  thus  used  1 

T    AL^kc  proper  corrections  in  the  following  : 

The  house  or  building,  was  large. 
I  read  in  Wilsons  third  reader. 
Ivc  found  the  place. 
Marys  book  is  torn. 
'     The  sword  belonged  to  king  arthur. 


LESSON  XXIY. 

EXCLAMATION    POINT. 

1.  Alas  1  my  friend  is  dead. 

2.  Hurrah  !  Huzza  I  vacation  is  here. 

3.  Pshaw  !  such  words  are  of  no  use. 

QUESTIONS. 

1.  How  do  you  suppose  the  person  felt  who  uttered  the  first  sen 
tcncc  1 

2.  What  single  word  in  the  sentence  expresses  his  feelings  1 

3.  What  feeling  must  the  person  have  had  who  used  the  language 
in  the  second  ?    In  the  third  1 

4.  What  single  word  in  each  sentence  expresses  the  emotion  or 
feeling  1 

5.  Describe  the  mark  you  observe  after  each  of  these  words.  Make 
one  like  each. 

This  mark  is  called  an  exclamation  point. 

6.  Where  is  an  exclamation  point  used  1 

After  a  loord  expressing  strong  emotion,  or  feeling,  an 
exclamation  point  is  used. 

Teacher  and  Pui'il.  —  Be  patient.  Take  time  to  master  these  short  lessons  well 
After  thoroughly  understanding  them,  let  the  pupil  copy  the  model  sentences  lnt( 
Ll8  blank-hook.    Take  great  pains.    Make  haste  slowly. 


82  LESSONS  IN  LANGUAGE. 

Search  for  such  expressions  in  your  reader,  and  notice  the  use  of  the 
exclamation  point. 

7.  Where  should  an  interrogation  point  be  used  * 

8.  Give  two  uses  of  the  comma. 

9.  Put  the  proper  marks  in  the  following  : 

1.  In   the  month   of  Sept  the   leaves   begin   to  fall  from   the 

trees. 

2.  Pussy  cat  Pussy  cat  where  have  you  been 

3.  The  girl  writes  rapidly  neatly  and  legibly. 


LESSON  XXV. 

REVIEW. 

1.  Eva  why  do  your  flowers  bloom  so  brightly. 

2.  June  July  and  August  are  the  summer  months. 

3.  Tis  a  long  road  that  has  no  turn. 

4.  Halloo  said  the  boat-swain  hand  in  the  rope. 

1    What  mark  should  be  used  at  the  end  of  the  first  sentence  ? 
Why? 

2.  What  mark  should  follow  the  word  Eva  ?     Why  ? 

3.  What  should  be  placed  after  the  words  June  and  Jifly  1     Why  ? 

4.  Is   the  first  word  in   the   third   line  written   correctly "?     How 
Bhould  it  be  written  ? 

5.  Put  the  proper  marks  in  the  fourth  sentence. 

6.  What  do  you  call  the  mark  between  boat  and  swain  in  the  fovrth 
sentence  ? 

7.  Where  should  a  hyphen  be  used  1 

8.  Give  two  uses  of  the  comma. 

9.  Where  should  an  apostrophe  be  used  1 

10.  What  is  a  quotation  ? 

1 1 .  AVhere  should  quotation  marks  be  used  ? 

12.  When  do  we  use  the  exclamation  point  ? 

13    How  should  a  sentence  begin,  and  how  should  it  end  * 


LESSONS  IN  LANGUAGE.  33 

LESSON  XXVL 

1.  The  Eyes  said  to  the  Hands:  "To  see  is  better  than 
to  feel." 

2.  I  was   so   busy  reading  "  Rollo   in   Europe "  that  I 
did  not  notice  he  had  entered. 

3.  President    Grant   is   a  younger    man   than    Senator 
Seward. 

4.     Suppose  the  glistening  dew-drop 
Upon  the  grass  should  say, 
"  What  can  a  little  dew-drop  do  ? 
I'd  better  roll  away." 

QUESTIONS. 

1 .  With  what  kind  of  letter  do  Eyes  and  Hands  in  the  first  sentence 
begin  1     Why  ? 

2.  How  many  capitals  do  you  find  in  the  second  sentence  ? 

3.  Why    should    the    expressions,   President    Grant    and    Senalot 
Seward,  commence  with  capital  letters  ? 

4.  What  kind  of  composition  do  3^ou  find  in  the  fourth  ? 

5.  Should  each  line  of  poetry  hegin  as  near  the  margin  as  in  prose  1 

6.  Should  all  the  lines  begin  at  the  same  distance  from  the  margin  1 

7.  Give  all  the  uses  of  capital  letters. 

Are  the  following  sentences  correct  1 

1.  We  was  disappointed 

2.  You  was  kindly  treated. 

To  THE  Teacher.  —  In  the  preceding  exercises,  the  pupil  had 
before  him  a  pattern  which  he  was  expected  to  examine  carefully  and 
from  this  examination  to  learn  correct  forms  of  written  expression. 
Should  it  be  found  that  the  lessons  have  been  too  few  to  aiford  him  a 
thorough  acquaintance  with  all  the  characters  therein  introduced,  the  « 
teacher  can  easily  add  more  until  a  full  and  perfect  acquaintance  has 
bef»n  formc<l. 

3 


34  LESSONS  IN  LANGUAGE. 

These  exercises  should  be  followed  hy  others  in  which  the  chiL  a 
required,  not  only  to  make  his  own  sentences,  but  afterwards  to  w*-(e 
them  upon  his  slate.  After  such  exercises  have  been  carefully  cor- 
rected by  the  teacher,  they  should  be  neatly  copied  in  the  blank -book 
by  the  pupil. 

Before  a  child  can  make  sentences  of  his  own,  he  must  hai^e  i'l<*as 
These  ideas  can  be  acquired  by  observation  and  conversation,  and 
happy  is  that  teacher  who  can,  by  his  conversation,  lead  his  puy/jls  to 
a  close  and  careful  observation  of  all  things  around  him.  The  fallow- 
ing lessons  may  embrace  two  classes  of  exercises.  In  one,  the  pupil 
may  be  required  to  write  a  sentence  for  each  word.  In  the  other,  as  he 
becomes  skilled  in  the  exercises,  he  may  write  sentences  containing  all 
the  words  found  in  each  line.  Should  the  teacher  desire  it,  he  can  add 
other  words,  thus  increasing  the  difficulty  of  the  work. 


LESSON  XXVII. 

To  THE  Teacher.  —  Let  the  pupil  write  one  sentence  containing 
the  first  three  words  ;  or,  if  the  teacher  does  not  think  him  sm-icientiy 
advanced,  let  him  write  a  single  sentence  for  each  word.  '*  he  sen- 
tences should  first  be  written  on  the  slate.  After  proper  coK-iectionf 
have  been  made,  they  should  be  copied  in  the  blank-book. 


I. 

Lesson, 

liard, 

me. 

2. 

School, 

place, 

play. 

3. 

Knife, 

handle, 

bright. 

4. 

Corn, 

fields. 

high. 

5. 

Sun, 

warm, 
310DI":l. 

August. 

1    This  lesson  is  hard  for  me. 

2.  School  is  not  a  place  for  play. 

3.  The  knife  has  a  bright  handle. 

4.  The  corn  in  the  fields  is  high. 

5.  The  sun  is  warm  in  Aujjnst. 


LESSONS    IX   LANGUAGE. 


36 


REVIEW. 

1 .  When  should  the  interrogation  point  be  used  ? 

2.  Would  it  be  proper  to  use  it  after  the  first  sentence  ? 

^.  Can  you  write  the  sentence  again  and  make  it  necessary  to  use 
the  question  mark  at  the  close  1 
4.  Is  the  following  sentence  correct  1 
I  There  was  more  apples  than  one. 


lp:sson  xxviil 

Combine   the  followin 

g  words   into   sentences  after   the 

above  model : 

1.  John, 

boy,             father. 

2.  Ink, 

pen,             write. 

3.  Book, 

cover,           paper. 

4.^  Dolls, 

plaything,    girls. 

5.  Pins, 

brass,           point. 

REVIEW. 

1.  Where  should  the  period  be  used  ? 

2.  Put  periods  in  their  proper  places  in  the  following : 

The  Capt  has  gone  to  N  Y 

Mrs  Smith  bought  five  yds  of  muslin 

The  teacher  can  dictate  other  examples  for  practice.     To  tratn  is  a* 
fteccssary  as  to  teach. 


LESSON   XXIX. 


1. 

Fire, 

burns. 

matches, 

wood. 

2. 

Smoke^ 

pipe. 

fire, 

stoves. 

3. 

Pens, 

steel. 

gold, 

point. 

4. 

Gold, 

found, 

sand. 

dirt. 

5. 

Sheep, 

wool. 

back,. 

warm. 

3G 


LESSONS   IN   LANGUAGE. 


1.  When  three   or  more  words  are  used   in    the   same  way,  ho^; 
should  they  be  separated  ? 

2,  Put  the  j)roper  marks  in  the  following  sentences ; 

The  apple  is  large  round  and  smooth. 
Did  the  apple  belong  to  John,  or  Jane 

3    Which  ^n  you  prefer  '? 

The  boys  came  to  school  yesterday,  or 
The  boys  come  to  school  yesterday. 


LESSON 

XXX. 

I. 

Toss, 

fragrant, 

hay, 

sun. 

?. 

Milk, 

cows, 

street, 

grass. 

o 

Watch, 

time. 

dog, 

nio^ht. 

4. 

Coal, 

black. 

grate. 

stove. 

5, 

Thread, 

white, 

spool. 

sew. 

REVIEW. 

\.   What  mark  is  used  to  indicate  possession  ? 

.2.  What  mark  is  used  to  indicate  that  letters  have  been  omittej 
.pr'^^'/oely  *? 

»    Put  the  proper  marks  in  the  following ; 

Johns  book  is  larger  than  Marys. 
They  sailed  oer  the  sea. 


LESSON 

XXXL 

1. 

Thimble, 

finger. 

sew. 

needle. 

2. 

Mud, 

road. 

rains. 

snows. 

3. 

Fox, 

said, 

graptjts. 

sour. 

4, 

Who, 

they, 

fail. 

lesson. 

5. 

Winter, 

snow. 

ice. 

fun. 

LESSONS   IN  LANGUAGE. 


87 


REVIEW. 

1.  What  is  a  ((uotation  1 

2.  What  marks  must  be  used  with  a  quotation  1 

3.  How  many  kinds  of  quotations  are  there  ? 
i.  Put  the  proper  marks  in  the  following  : 

The  farmer  said  the  dog  is  mad. 
I  know  said  John  that  he  will  come 


LESSON 

XXXII. 

1. 

Watch, 

wood, 

fire. 

end. 

2. 

Ball, 

round. 

yard. 

knock. 

3. 

Skate, 

smooth, 

ice. 

wintei'. 

4. 

Good, 

bojs, 

wood. 

water. 

5. 

Flowers, 

pretty, 

fragrant. 

bouquet. 

REVIEW. 

Do  the  following  sentences  have  the  correct  marks  ? 
If  wrong,  correct. 

Why  do  your  flowers  grow ! 

The  day  is  beautiful  and  fair  1 

I  said  "  where  have  you  been  1  " 

James  mother  bought  five  yds  of  lace  of  Mr  Jones  ! 


LESSON  XXXIIL 

OBJECTS THE    APPLE. 

L  The  teacher  holding  up  an    apple   asks  ; 
4iis?" 
It  is  an  apple. 


What 


33  IXSSONS  IN  LANGUAGE. 

Teacher,  —  Tell  me  the  name  of  some  part  you  can  see. 

Pupil,  —  I  sec  the  skin.  —  I  see  the  stem.  —  I  see  the 
outside. 

T,  —  I  will  take  my  knife  and  cut  the  apple  in  the 
middle.     What  small  parts  in  the  centre  can  you  sec  now  't 

P.  —  I  can  see  the  seeds. 

T,  —  Mention  some  parts  that  all  apples  have. 

P<  —  All  apples  have  an  outside,  an  inside,  a  stem,  skin 
*nd  seeds. 

T,  —  Write  this  statement  on  your  slates. 

T,  —  Tell  nle  for  what  apples  are  used. 

-P.  —  They  are  used  to  make  pies.  They  are  used  to 
make  apple-sauce.  They  are  used  to  make  cider.  They 
are  good  to  eat. 

T,  —  All  tell  me  for  what  apples  are  used. 

P. —  Apples  are  used  to  make  pies,  apple-sauce  and 
cider.     They  are  good  to  eat. 

T, —  Write  these  statements  on  your  slates. 

T.  —  W^here  do  we  get  apples  ? 

P.  —  They  grow  on  trees. 

T.  —  On  which  part  of  the  tree  do  we  find  them  ? 

P.  —  We  find  them  on  the  limhs. 

T,  —  Can  I  always  find  them  on  trees  ?  There  is  a 
beautiful  tree  just  outside  the  window.  I  wish  you  would 
i;o  and  pick  an  apple  from  it. 

P.  —  But  there  are  none  on  it. 

T,  —  Who  knows  where  there  are  apple-trees  ?  (Sev- 
eral hands  are  raised.) 

T,  —  Well,  next  Monday  will  be  Christmas,  how  many 
will  go  with  me  to  gather  apples  ? 

P.  —  But  none  are  there  now.  Apples  can  be  gathered 
only  in  summer  and  autumn. 


LESSONS   IN   LANGUAGE.  S9 

T.  —  Write  the  last  statement  on  your  slates. 

T,  —  What  do  you  find  on  apple-trees  in  spring  ? 

7^.  —  We  find  flowers  on  apple-trees  in  spring. 

T,  —  Write  the  last  statement. 

T,  —  What  do  we  find  on  apple-trees  in  winter  ? 

P.  —  In  ^  winter  we  find  sometimes  a  few  dried  leavoe, 
but  notliing  more. 

T,  —  Write  the  last  statement.  Read  all  that  you  have 
written. 

APPLES. 

All  apples  have  an  outside,  an  inside,  a  stem,  a  skin  and  seeds. 
Apples  are  used  to  make  pies,  apple-sauce  and  cider. 

Apples  grow  on  apple-trees.  Apples  can  be  gathered  only  in  sum- 
mer and  autumn.  We  find  flowers  on  apple-trees  in  spring.  In 
winter  we  find  only  a  few  dried  leaves. 

When  corrected,  copy  in  your  blank-books. 


LESSON   XXXIV. 

WATER. 

1.  Teacher.  —  Wliat  is  in  this  glass  ? 
Pupil,  —  There  is  water  in  the  glass. 

2.  71  —  How  do  you  know  it  is  water  ? 

3.  What  color  is  it  ? 

4.  Let  me  put  my  pencil  in  the  water.     Can  you  see  it  I 

Because  we  can  see  the  pencil  through  the  water,  we  sat; 
water  is  transparent. 

5.  What  do  we  say  of  water  ?     Write  this  statement  on 
your  slate. 


40  LESSONS  IN  LANGUAGE. 

6.  See,  if  I  pour  the  water  out,  it  forms  itself  into  droi>8. 
Will  chalk  do  this  ? 

Because  water  forms  itself  into  drops  when  poured  from 
the  bottle^  we  call  it  a  liquid. 

7.  What  is  water  ?     Write  this  statement  on  your  slates. 

8.  Combine  your  last  statement  with  the  one  first  made, 
so  as  to  make  but  one  sentence. 

9.  What  use  do  we  make  of  water  ?     Write  the  answer. 

10.  Does  water  always  look  like  this  ?  Write  the 
answer. 

11.  After  water  has  been  over  a  fire  for  some  time,  what 
do  you  see  rising  from  it  ? 

12.  Where  did  the  steam  come  from  ? 

13.  What  effect,  then,  does  heat  have  upon  water  ?  Write 
the  statement  on  your  slates. 

14.  Suppose  it  were  to  be  very  cold  to-night,  and  you 
should  leave  water  out  all  night,  what  would  you  find  in 
the  morning  ? 

15.  What  would  cause  the  ice  ? 

1 6.  What  effect  does  cold  have  upon  water  ?     Write. 

17.  What  do  you  think  of  the  usefulness  of  water  I 
Write  the  answer. 

18.  Does  water  ever  do  harm?     Write  the  answer. 

19.  Read  what  you  have  written. 

REVIEW. 

1 .  How  should  every  sentence  begin "? 

2.  What  mark  is  generally  found  at  the  clone  ? 

3.  What  mark  follows  a  question  ? 


LESSONS   IN   LANGUAGE.  4t 

LESSON  XXXV. 

BREAD. 

1.  Teacher,  —  What   is   this?  (holding   up   a  piece   of 
I J  read.) 

2.  Of  what  is  it  made  ?     Write  the  answer. 

3.  How  is  flour  changed  into  bread  ?     Write  the  answer 

4.  Is  bread  transparent  ?     Why  not  ? 

5.  Combine  and  write  the  last  two  answers. 

6.  Is  bread  a  liquid  ?     Why  not  ?     Write  the  answer. 
Because  bread  will  not  pour  out  in  drops,  it  is  called  a 

solid. 

7.  Look  at  the  bread  carefully,  and  tell  me  what  you  see 
in  all  parts  of  it. 

Pupil,  —  I  see  a  great  number  of  little  holes. 
Teacher,  —  These  holes  are  called  pores,  and  because 
bread  is  full  of  them,  we  say  bread  is  porous, 

8.  Wliat  is  bread  ?     Write  the  answer. 

9.  Of  what  use  is  bread  ?     Write  the  answer. 

10.  What  can  you  say  of  its  usefulness  ? 

11.  How  could  we  live  without  it  ?     Write  the  answer  to 
the  last  two  questions. 


THE    BREAD-FRUIT. 


12  LESSONS   IN   LANGUAGE. 

1 2.  On  some  of  the  Soutli  Sea  islands  tliere  is  found  a 
tree  called  the  Bread-fruit  tree.  It  grows  to  the  height  of 
forty  feet  or  more,  and  has  leaves  about  eighteen  inches 
long  and  eleven  inches  broad. 

The  fruit  is  a  large  green  berry,  much  like  a  cocoa-nut 
or  melon  in  size  and  form.  It  is  baked  like  bread,  and 
tastes  much  like  a  roasted  potato.  It  forms  a  large  part 
of  the  diet  of  the  inhabitants. 

13.  Read  what  you  have  written. 

Kc-writc  all  you  have  written,  and  when  you  have  arranged  it  aj 
uell  as  you  possibly  can,  copy  it  in  your  blank-book. 


LESSON   XXXVI. 

A    PAP  Ell   BOX. 

1.  What  is  this? 

2.  Name  the  parts  of  the  box  you  see. 

3.  Write  the  names  of  the  parts. 

4.  Of  what  is  this  box  made  ?     Write. 

5.  By  whom  are  boxes  made  ?     Write. 

6.  Look  at  this  piece  of  coal.     By  whom  was  it  made  ? 

Because  God  forms  the  coal,  we  say  it  is  a  natural 
substance  ;  hut  because  man  makes  boxes,  we  say  they  arc 
artificiaL 

7.  What  do  we  say  of  boxes  because  they  are  made  by 
man  ?     Write. 

8.  John,  can  you  bring  me  some  water  in  this  box  ? 

It  will  not  hold  water.  The  water  will  soak  through  the 
paper. 


LESSONS   IN   LANGUAGE.  ,  43 

9.  Here  is  a  pail  made  of  tin.     "Will  this  hold  watei  ? 

Because  titi  will  not  alloiv  the  water  to  pass  throuyh  it^ 
we  say  it  is  water-prooJ\  and  because  'paper  lo ill  permit  tho 
water  to  pass  through  it,  ice  say  it  is  not  water-proof, 

1 0.  What  boxes  will  hold  water  ?     AYhy  ?     AY  rite. 

11.  Is  this  box  handsome  enough  to  place  upon  the 
parlor  table  ?     Write. 

What  do  we  say  of  things  that  are  made  only  to  look 
l>retty  ?     And  of  things  made  to  be  used  ? 

1 2.  Was  this  box  made  for  use  or  ornament  ?     Write. 
Read  what  you  have  written. 


LESSON   XXXVII. 

WRITING    PAPER. 

1.  (Teacher  holding  up  a  bit  of  writing  paper.)     Ho^ 
many  can  tell  me  what  this  is  ? 

2.  What  kind  of  j^aper  is  it  ? 

3.  What  is  its  color  ? 

4.  Does  any  one  see  paper  of  another  color  ? 

~5.  Of  what   color  is  writing  paper   then?     Write    tha 
answer. 

6.  Where  is  the  paper  made  ?     AYrite. 

7.  Of  what  is  it  made  ?     Write. 

8.  Are  there  any  other  kinds  of  paper  ?     Write. 

9.  Of  what  is  brown  paper  made  ?     Write. 

10.  Yov  what  is   paper  used?     Write  all   the  uses  yaj 
can  think  of. 


44  ^  LESSONS  IN  LANGUAGE. 

11.  No vy,  tell  me  why  it  is  not  used  for  dresses?  ami 
coats  ? 

12.  Yes,  little  boys  and  girls  need  to  have  their  clothe** 
made  of  strong  material.     Would  it  make  good  shoes  ? 

.13.  Of  what  are  shoes  made?  Yes,  shoes  are  made  of 
leather,  because  it  will  wear  a  long  time.  Because  leaihei 
will  wear  a  long  time,  we  say  it  is  durable, 

14.  Why,  then,  will  not  paper  make  good  shoes? 
Write. 

15.  Is  there  another  reason  why  it  will  not  make  good 
shoes  ? 

16.  Suppose  you  put  some  paper  in  the  fire,  what  wouM 
happen?  Because  paper  will  hum  when  put  in  the  fire, 
ice  say  it  is  inflammable, 

1 7.  Write  what  you  have  learned  about  paper. 

18.  Read  what  you  have  written. 


LESSON   XXXVIII. 

A   PIG. 

1.  How  many  of  the  children  have  ever  seen  a  pig  .'' 

2.  Name  some  part  of  the  pig  that  you  have  seen. 

3.  Now,  write  all  the  parts  of  the  pig  that  you  can  think 
of. 

4.  What  kind  of  head  has  he  ?     Write. 

5.  What  sort  of  eyes  ?     Write. 

6.  Of  what  shape  are  the  legs  ?     Write. 

7.  Does   the  hair  on  the  bAck  look  fine,  or  coarse  and 
stiff? 

8.  Where  is  the  mouth  ?     Write. 


LESSONS   IN   LANGUAGE.  ^  45 

9.  Is  the  pig  a  neat  animal  ?     Write. 

1 0.  How  does  it  spend  most  of  its  time  ?     Write. 

11.  Of  what  use  is  it  ? 

12.  Why  do  you  suppose  God  gave  a  pig  a  head  and 
snout  of  such  strange  shape  ? 

13.  Why  do  you  suppose  it  has  such  huge,  flapping  ears  ? 

14.  Do  you  suppose  a  pig  ever  saw  the  stars  ? 

15.  Where  does  a  pig  always  look  ? 

1 6.  Does  it  need  large  and  beautiful  eyes  then  ?  Write 
on  your  slates  a  reason  why  God  gave  the  pig  such  little 
eyes. 

17.  Suppose  it  were  covered  with  fine  soft  fur,  what 
would  be  the  effect  when  it  rolled  in  the  dirt  ?     Write. 

18.  Has  God  fitted  the  pig  to  the  position  which  he  is  to 
occupy  ?     Write. 

19.  Read  what  you  have  written. 

Have  each  answer  carefully  written  and  then  combine  the  answers. 

1.  How  many  know  what  this  is  ?  ^^^^  2?1  i 

2.  Of  what  is  it  made  ?     Write.  ^•'"•itessai 

3.  Can  you  make  a  match  of  wood  only  ? 

4.  What  do  you  find  on  each  end  ?     Write. 

5.  Who  makes  matches  ?     Write. 

6.  Because  man  makes  them,  what  do  we  say  of  them  ? 

7.  Are  the  materials  of  which  they  are  composed  artifi 
cial? 

Note.  —  The  teacher  should  provide  himself  with  a  few  matches. 


LESSON  XXXIX.  \<^^^^^p 


A    MATCH. 


46  LESSONS  IN   LANGUAGE. 

8.  "Where  is  tlie  wood  obtained  ?     Write. 

9.  Where  is  the  sulphur  obtained  ?     Write. 

Because  the  sulphur  is  du^  from  the  ground,  we  call  it  a 
mineral. 

10.  What  do  we  call  sulphur?     Why?     Write   the  an- 
swers to  the  last  two  questions. 

11.  Look  at  the  sulphur  and  tell  me  its  color. 

12.-  What  is  the  color  of  the  wood?     Write  the  answers 
to  the  last  two  questions. 

13.  Let  me  rub  it  against  the  wall.     What  do  you  ob- 
serve ? 

14.  What  do  we  say  of  objects  that  will  burn  ?     Write. 

15.  Is  the  wood  inflammable  ?     Write. 

1 6.  What  becomes  of  the  sulphur  ?     Of  the  wood  ? 

17.  Which  burns  more  rapidly,  the  wood  or  the  sulphur  ? 
Write  the  answers  to  the  last  three  questions. 

18.  For  what  are  matches  useful?     Write. 

19.  You  say  they  are  very  useful ;  are  they  ever  danger- 


ous." 


7 


20.  Read  what  you  have  written. 


LESSON   XL. 

GLASS. 

1.  Who  knows  what  this  is? 

2.  Who  can  tell  me  in  what  part  of  a  house  glass  h  gen- 
erally used  ?     Write. 

To  THE  Teacuer  —  Please  remember  that  we  desire  neatness  and  accuracy  mor« 
than  quantity.  Make  haste  slowly.  To  have  one  of  these  exercises  neatly 
written,  properly  spelled  and  correctly  punctuated,  is  a  greater  success  than  to 
hare  many  carelessly  done. 


LESSONS  IN  LANGUAGE.  47 

3.  Is  it  well  suited  for  the  floor  of  a  school-room  ?     Why 

QOt? 

Because  it  hrcahs  very  easily^  we  say  it  is  brittle 

4.  Would  it  do  for  a  roof?     Why  not? 

5.  Is  it  ever  used  for  a  roof? 

G.  Why  do  people  use  it  for  windows  ? 

7.  Will  it  allow  the  water  to  pass  through  it  ?  Write 
the  answers  to  the  last  questions. 

8.  Are  there  more  reasons  than  those  you  have  g'ven 
why  it  is  not  used  more  in  building  houses  ? 

9.  Which  is  the  more  expensive,  glass  or  wood?    Write. 

10.  The  people  of  England  once  built  a  very  large  house 
of  glass,  and,  because  it  was  clear  like  crystal,  they  called  it 
"  The  Crystal  Palace.**     Copy. 

11.  Who  knows  of  what  glass  is  made  ? 

12.  Mention  as  many  different  kinds  of  glass  as  you  can. 

13.  What  kind  do  we  often  see  in  church  windows  ? 
Write  the  answers  to  the  last  questions. 

14.  Who  can  tell  some  other  use  of  glass  ? 
Write  and  read  all  you  have  written. 
Where  is  the  apostrophe  used  ? 


lp:sson  xll 

A    CHAIR. 

1.  Mention  some  of  the  parts  of  the  chair  you  can  »o«u 
VVrite  one  sentence  containing  their  names. 

2.  Of  what  is  the  back  of  the  chair  made  ? 

3.  ^Yhat  other  parts  are  made  of  wood  ?     Tell  in  one 
tifcntence  what  parts  are  made  of  wood. 


48  LESSONS   IN   LANGUAGE. 

4.  Of  what  is  the  seat  made  ?     Write. 

5.  Are  all  chairs  like  this  ? 

G.  What  kind  of  chair  do  you  like  best?  Write  the 
answers  to  the  last  questions. 

7.  For  what  are  chairs  used  ?     Write. 

8.  Of  what  use  is  the  back  of  the  chair  ?     Write. 

9.  Of  what  use  are  the  legs  ?     Write. 

10.  Of  what  use  are  the  rounds  ?     Write. 

11.  Of  what  use  is  the  whole  chair  ?     Write. 

12.  Did  you  ever  know  a  boy  or  girl  who  seemed  to 
think  chairs  were  hooks  on  which  they  might  hang  their 
clothing  ? 

13.  Are  such  uses  proper  ones  ?     Write. 

14.  Read  what  you  have  written. 
AVhere  should  an  interrogation  point  be  used  ? 


LESSON  XLII. 

THE    HAND. 

1.  What  am  I  holding  up  for  you  to  see? 

2.  What  do   you   call   the   broad,  flat   part   below   the 
fingers  ? 

3.  What  do  you  call  the  part  opposite  the  palm  on   the 
outside  of  the  hand  ? 

4.  Of  what  parts  does  the  human  hand  consist  ?     Write. 

5.  Which  finger  is  the  longest  ?     Write. 

6.  Which  finger  is  the  shortest  ?     Write. 

7.  Is  my  finger  straight  now  ?  (bending  the  fingers.) 

The  places  where  the  finger  bends  are  called  joints. 

8.  How  many  joints  in  each  finger?     Write. 


LESSONS   IN   LANGUAGE.  49 

9.  What  do    you    notice   at    the    end    of    each    finger? 
Write. 

10.  For  what  are  hands   used?     Write  the   answers   to 
the  last  two  questions. 

11.  If  you  wished  to  point  in  a  certain   direction,  wliich 
finger  would  you  use  ? 

12.  Then  we  will  call   that  the  pointer.     Write  on  your 
elates,  We  will  call  the  first  finger,  Pointer. 

13.  On    which  finger   do    women    wear    the    thimble  ? 
Then  let  us  call  that.  Thimble- Wearer.     Write. 

14.  On  which  finger  do   ladies  wear  the   wedding  ring? 
Then  let  us  call  that.  King"- Wearer.     Write. 

15.  What  does  the  little  finger  do  ?     Then  let  us  call 
that,  Little  Do-Notliing".     Wiite. 

16.  The  thumb  seems  to  be  watching  the  others  to  see  if 
they  behave,  so  we  will  call  him  Sentinel.     Write. 

17.  Read  what  you  have  written. 

18.  Re-write  it  carefully  and  copy  neatly  in  your  book. 


LESSON   XLIIL 

FOllMING    COMPOUND    SENTENCES    FROM    SIMPLE    ONES, 

To  THE  Teaciler.  —  In  the  following  lessons  have  the  pupilj 
;,rite  the  simple  sentences,  that  they  may  be  able  to  make  compound 
or  complex  sentences.  Practice  in  this  direction  is  very  valuable,  and 
there  cannot  be  too  much  of  it.  Should  the  teacher  find  the  exercisea 
of  this  kind  too  few,  he  can  readily  supply  the  dcficiencv. 

1.  John  goes  to  school.  John  learns  fast.  »Jokn  will 
excel. 

4 


50  LESSONS   IN   LANGX3AGE. 

2.  Jolin  is  a  good  boy.  John  is  a  faitlifiil  boy.  John  id 
a  truthful  boy. 

3.  When  John  goes  to  school  he  studies.  When  John 
goes  home  he  improves  each  minute. 

4.  He  has  a  dog.     The  dog's  name  is  Fido. 

5.  Fido  loves  John  very  much. 

6.  I  guess  Fido  loves  him  as  well  as  any  dog  can  love  a 
person.  I  guess  he  loves  him  as  well  as  many  boys  love 
their  brothers. 

QUESTIONS. 

1.  I  want  to  put  the  first  three  sentences  into  one.  It  will  not 
sound  well  to  say  John  goes  to  school,  John  Icarn  fast  and  John  will 
excel.     What  little  word  can  I  use  instead  of  John  ? 

2.  Write,  substituting  the  word  he  for  the  word  John.  Thus,  John 
goes  to  school,  he  learns  fast  and  he  will  excel. 

3.  Now,  unite  the  next  three,  putting  the  word  he  for  the  word 
John.  He  is  a  good  boy,  he  is  a  fiiithful  boy,  he  is  a  truthful  boy.  Is 
it  necessary  to  use  the  words  hr  and  hoij  so  often  ? 

4.  Write  the  sentence,  using  hoij  and  he  once.  lie  is  a  good,  faith- 
ful, truthful  boy. 

5.  Join  the  next  two,  substituting  the  word  he  for  the  word  John. 
When  he  is  at  school  he  studies,  and  when  he  goes  home  he  improves 
each  minute. 

6.  Unite  the  next  two.     He  has  a  dog  whose  name  is  Fido. 

7.  Write  the  next  as  it  is. 

8.  Combine  the  next  two.  I  guess  he  loves  him  as  much  as  any 
dog  can  love  a  person  ;  indeed,  I  think  he  loves  him  as  well  as  many 
boys  love  their  brothers. 

9.  Read  what  you  have  written. 

Re-write  it  carefully  and  copy  in  your  blank-book. 


LESSONS  IN  LANGUAGE.  61 

LESSON  XLIV. 

COMPOUNDING  OF  SENTENCES  —  Continued, 

1.  The  vine  shook.     The  vine  said:  "Why  am  I  not  a 
rose  ? 

2.  I  drag  here  in  the  dirt.     I  am  not  beautiful   to  the 
eye.     I  am  not  of  any  use." 

3.  The  good  gardener  walked  that  way.     lie  saw  the 
trampled  vine.     He  heard  the  sad  complaint. 

4.  "  God   needed   a  vine,"   said   he.     "  lie    made   you. 
You  should  be  content." 

1 .  Unite  in  one  the  first  three  sentences. 

2.  Unite  in  one  the  next  three  sentences. 

3.  Unite  in  one  the  next  three  sentences. 

4.  Unite  in  one  the  next  three  sentences. 

QUESTIONS. 

1.  How  should  a  divided  quotation  be  written  ? 

2.  I  low  should  a  direct  quotation  be  written  ? 

•  3.  What  mark  should  follow  the  name  of  a  person  addressed  1 


LESSON   XLV. 

1.  A  farmer   was  dying.     He  called   his    sons   to  hjro 
He  told  them  to  bring  a  bundle  of  sticks. 

2.  The  sticks  were  brought.    He  asked  each  to  break  the 
bundle.     Not  one  could  do  it. 

3.  He   told    them   to  imtie  the  bundle.     They  did  so. 
Then  they  easily  broke  the  sticks  singly. 

4.  "  It  wiU  be  with  you  as  it  has  been  with  the  sticks,' 


62  LESSONS   IN   LANGUAGE. 

ae  said.     "  United,  you  will  be  strong ;  separated,  you  will 
be  weak." 

1 .  Unite  in  one  sentence  the  first  three  sentence*. 

2.  Unite  in  one  sentence  the  next  three  sentences. 
.  3.  Unite  in  one  sentence  the  next  three  sentences. 

4.  Copy  the  next. 

^lakc  proper  con-ections  in  the  following  : 

1.  John  Mary  and  ann  are  on  the  sled. 

2.  Do  you  see  the  dog  running  behind. 

3.  The  dog  seems  to  say  i'll  soon  catch  you. 

Right  or  wrong  ? 

The  apple  growed  on  the  tree. 

The  boy  thro  wed  a  stone  into  the  winder. 

He  hadn't  ought  to  have  done  so. 


LESSON  XLVI. 

COMPOUNDING    SENTKNCES. 

1.  The  hill  is   high.     The  hill  is  covered  with    snow 
The  hill  is  nice  for  coasting. 

2.  School  is  dismissed.     The  boys  come  running  with 
their  sleds.     They  want  to  see  who  will  have  the  first  ride. 

3.  What  happy  faces  !     What  rosy  faces  !     What  smil- 
ing faces ! 

4.  They  must  enjoy  it  while  they  can.     The  night  will 
30on  come.     Then,  they  must  go  to  their  homes. 

5.  Winter  is  a  merry  season.     Winter  has  many  pleao- 
ant  sports. 


LESSONS   IN  LAN<3UAGE.  53 

1.  Unite  in  one  sentence  the  first  three  sentences. 

2.  Unite  in  one  sentence  the  next  three  sentences. 

3.  Unite  in  one  sentence  the  next  three  sentences. 

4.  Unite  in  one  sentence  the  next  three  sentences. 

5.  Unite  in  one  sentence  the  next  two  sentences. 

I    How  should  every  sentence  begin,  and  how   should  it  tind  ? 
Commence  and  end  the  following  properly. 

1 .  the  girl  has  lost  her  fan. 

2.  does  winter  come  before  summer 
3    unhappy  boy  that  I  am 


LESSON  XLVIL 

COMPOUNDING    SENTENCES. 

1.  A  traveller  was  walking  along.  The  traveller  drew 
his  cloak  about  him. 

2.  The  Sun  said :  "  What  a  silly  man  !  He  does  not  need 
his  cloak."  The  Wind  said :  "  What  a  silly  man !  He 
does  not  need  his  cloak." 

3.  Said  the  Sun  :  "  I  will  force  him  to  lay  it  aside." 
Said  the  Wind  :  "  I  will  force  him  to  lay  it  aside." 

4.  The  Wind  blew.     The  Sun  shone, 

-  5.  The  Wind  only  made  him  draw  his  cloak  more  tightly 
a])out  him.  The  Sun,  with  its  hot  rays,  soon  forced  him  tc 
take  the  cloak  from  his  shoulders, 

6.  Whose  was  the  better  way,  the  Wind's  or  the  Sun'd  ? 

1 .  Unite  in  one  sentence  the  first  two  sentences. 

2.  Unite  in  two  sentences  the  next  four  sentences. 

3.  Unite  in  one  sentence  the  next  two  sentences. 

4.  Unite  in  one  sentence  the  next  two  sentences. 


51  LESSONS  IN   LANGUAGE. 

QUESTIONS. 

1.  "Why  do  Wind  and  Sun  begin  with  capitals  ? 

2.  When  should  an  interrogation  point  be  used  ? 

3.  When  should  an  exclamation  point  be  used  ? 

4.  What  incorrect  language  have  you  heard  to-day  ? 

5.  Keep  a  memorandum  and  report  all  that  you  hear  between  this 
time  and  next  recitation. 


LESSON   XLYIII. 

USE    OF    PAUSES. 

1.  Why  do  flowers  bloom  in  the  springtime. 

2.  Janes  mother  said  to  Jane  you  must  go  over  the  river 

3.  Wilsons  reader  is  good,  but  I  like   Felters  arithmetic 
better. 

4.  There  is  a  happy  land,  far,  far  away,  where  saints  in 
glory  stand,  bright,  bright  as  day. 

QUESTIONS. 

1.  What  mark  should  be  at  the  close  of  the  first  sentence?     Why  ? 

2.  What  mark  should  be  between  spring  and  time  ?     Why  1 

3.  Write  the  sentence  on  your  slate  with  the  correct  marks. 

4.  In  the  second  sentence,  is  the  word  Janes  written  correctly  1 
Why  not  1 

5.  What  mark  should  follow  Jane  ?     Why  ? 

6.  With  what  kind  of  letter  should  ?you  begin  ?     Why  ? 

7.  Re-write  the  second  sentence,  putting  in  the  proper  marks. 

8.  How  many  words  are  written  incorrectly  in  the  third  sentence  ' 

9.  Re-write,  correcting  all  errors. 

10.  What  kind  of  composition  do  we  call  the  fourth  ?     Why  ? 
IL  Is  it  written  correctly?     Re- write  it. 


LESSONS   IN   LANGUAGE.  55 

LESSON  XLIX. 

USE    OF    TAUSKS. 

1    'FiiQ  hearts  of  the  loyal  people  were   throbbiug  widi 
joy 

2.  Mary  why  do  your  flowers  bloom. 

3.  You  are  said  he  my  best  frieud. 

4.  The  birds  beasts  and  men  are  glad  when  spring 
comes. 

QUESTIONS. 

1.  Write  the  first  sentence  on  two  lines,  dividing  correctly  in  the- 
\/ord  people. 

2.  Could  it  be  divided  in  the  word  were  ?     Why  not  ? 

3.  What  mark  should  be  after  Mary,  in  the  second  1     Why  ? 

4.  What  mark  should  be  at  the  end  of  the  second  sentence  ? 

5.  Write  the  second  correctly. 

6.  Write  an  answer  to  the  question. 

7.  What  was  said  in  the  third  sentence  ? 

8.  IIow  should  a  divided  quotation  be  written  1 

9.  Write  the  third  sentence  correctly. 

1 0.  What  mark  should  be  placed  after  birds  and  after  beasts  ?    Why  ? 

To  THE  Pdpil.  — You  observe  that  we  have  made  you  acquainted 
7/ith  nie  period  (  .  ),  interrogation  point  (  ?  ),  comma  ( , ),  colon  (  : ), 
quotation  marks  (  "  "  ),  hyphen  ( - ),  apostrophe  ( * ),  exclamation 
point  ( ! ),  and  some  of  the  more  common  uses  of  them. 

By  examining  any  properly  printed  page,  you  will  find  other  marks 
than  these.  All  these  are  called  Punctuation  Marks,  and,  as 
you  have  no  doubt  observed,  they  are  used  to  separate  and  otherwise  mark 
Jie  parts  of  a  discourse,  in  such  manner  as  to  enable  the  reader  to  mo^e 
taaili/  gain  the  author^s  meaning. 

As  you  advance,  you  will  be  made  acquainted  with  the  other  mark 
and  their  uses. 


56 


LESSONS   IN    LANGUAGE. 


LESSON    L. 

LESSON    ON    A    PICTCKE. 

Teacher  to  a  Pupil.  —  Tell  me  what  you  see  in  this  pic 
ture. 
•    First  Pupil,  —  I  see  a  clog  in  the  picture. 

Second  Pupil.  —  I  see  a  eat  in  the  picture. 

Third  Pupil.  —  I  see  a  rat  in  the  picture. 

Fourth  Pupil.  —  I  see  a  box  in  the  picture. 

Fifth  Pupil.  —  I  see  a  stool  in  the  picture. 

Teacher.  —  Now,  who  will  tell  me  all  the  tilings  he  seoo 
n  the  picture  ? 

Pupil.  —  I  see  a  dog  a  cat  a  rat  a  box  and  a  stool  in  the 
picture. 

The  teacher  wntes  the  answer   on   the  blackboard,  the  pupils  '^»nt.-> 
it  on  their  slates. 


LESSONS   IN   LANGUAGE.  57 

71  —  How  many  words  are  used  in  the  same  way  ? 

P,  —  Five  words  are  used  in  the  same  way. 

2\  —  Name  them. 

P,  —  They  are  dog,  cat,  rat,  box  and  stool. 

1\  —  What  mark  shoukl  be  used  to  separate  three  or 
Qiure  words  used  in  the  same  way  ? 

T.  — Pat  commas  in  the  proper  places. 

T,  —  Where  is  the  cat  ? 

P.  —  The  cat  is  sitting  on  the  stool. 

T.  —  Write  the  answer  on  the  slates. 

T,  —  Does  the  cat  appear  angry  ? 

P.  —  The  cat  does  not  appear  angry.  She  looks  very 
quiet  and  calm.     Write. 

T.  —  What  is  the  dog  doing  ? 

P,  —  The  dog  seems  to  be .     Write. 

T.  —  Does  he  appear  calm  and  quiet  like  the  cat  ? 

P.  —  He  does  not  appear  calm  and  quiet,  but  looks  as 
though  he  wanted  to  bite  the  poor  rat.     Write. 

T.  —  How  many  teeth  can  you  see  in  the  dog's  mouth  ? 

P.  —  I  can  see teeth  in  the  dog's  mouth.     Write. 

T.  —  What  can  you  see  besides  the  dog's  teeth  ? 

P.  —  Besides  the  dog's  teeth,  I  can  see .     Write. 

T.  —  Where  is  the  rat  ? 

P.  —  The  rat  is  running  as  fjist  as  it  can  to  get  away 
from  the  dog.     Write. 

T.  —  Whither  is  it  running  ? 

P.  —  It  is  running  towards  the  box.     Write. 

T,  —  Do  you  think  the  dog  will  follow  it  into  the  box  ? 

P.  —  I  do  not  think  the  dog  can  follow  it  into  the  box, 
he  is  too  large.     Write. 

T.  —  What  seems  to  be  in  the  box  ? 


58  LESSONS   IN   LANGUAGE. 

P.  —  There  seems  to  be  hay  in  the  box.     AVrite. 

T.  —  What  does  the  cat  have  around  her  neck  ? 

P,  —  The    cat    has    a around    her   neck,    I    think 

Write. 

T,  —  What  does  the  dog  have  about  his  neck  ? 

P.  —  The  dog  has  a kbout  his  neck. 

T,  —  Now,  read  what  you  have  written  and  see  how  nict 
\  composition  you  have. 

COMrOSITIONV 

1  sec  a  dog,  a  cat,  a  rat,  a  box  and  a  stool  in  the  picture.  The  cat 
is  sitting  on  the  stooL  The  cat  docs  not  appear  angry.  She  looks 
very  quiet  and  calm.  The  dog  seems  to  be  chasing  the  rat.  lie  does 
not  appear  calm  and  quiet,  but  looks  as  though  he  wanted  to  bite  the 
poor  rat.  I  can  sec  four  teeth  in  the  dog's  mouth.  Besides  the  dog's* 
teeth,  I  can  see  his  tongue.  The  rat  is  running  as  fast  as  it  can  to 
get  away  from  the  dog.  It  is  running  towards  the  box.  I  do  not 
think  the  dog  can  follow  it  into  the  box,  he  is  too  large.  There  seems 
to  be  hay  in  the  box.  Tlie  cat  has  a  ribbon  about  her  neck,  I  think. 
The  dog  has  a  collar  about  his  neck.     (Copy  in  your  blank-books.) 

To  THE  Teacher,  —  The  above  is  given  as  a  model,  but  many 
children  will  prefer  to  arrange  their  own.  Indeed,  it  has  been  the  ex- 
perience of  the  author,  that  children  generally  clothe  their  own  ideas 
in  better  language  than  adults  possibly  can ;  and  if  we  would  train 
up  natural  and  easy  writers,  we  must  encourage  children  to  be  tru'i  ta 
themselves  in  this  respect. 


LESSONS   IN   LANGUAGE. 


f>a 


^^--'M'./foa^^j'^ 


LESSON  LI. 


A    PICTURE. 

1.  Name  all  the  objects  you  see  in  the  picture.  Put 
these  names  in  one  statement,  and  write  the  statement  on 
your  slates. 

2.  In  what  position  do  you  see  the  boy  ?     Write. 

3.  Where  is  the  dog?     Write. 

4.  What  has  the  boy  in  his  hand  ?     Write. 

5.  Does  he  look  angry  ?     Write. 

G.  Do  you  think  he  is  going  to  strike  the  dog  ?     Why  ^ 

7.  What  is  the  cow  doing  ?     Write. 

8.  Does  she  look  as  though  she  had  been  hurt  ? 

9.  Do  you  suppose  the  dog  has  been  harming  her  in  any 
way  ?     Write, 

10.  Do  you  think  the  cow  had  hurt  him  ?     Write. 


CO 


LESSONS   IN   LANGUAGE. 


11.  Why  do  you  think  so  ?     Write. 

1 2.  If  he  has  hurt  the  cow  what  shouhl  be  done  to  him  ? 
Write. 

13.  What  do  you   think   should   be  done  with  a  person 
who  hurts  another  without  cause  ?     Write. 

The  teacher  may  continue  questions  at  his  own  pleasure. 

14.  Now,  read  what  you  have  written,  and  then  copy  in 
your  blank-books. 


LESSON   LII. 

A    PICTURE. 

1.  Name  all  the  objects  you  see  in  the  picture.     Write. 

2.  Where  is  the  bird  ?     Write. 

3.  What  season  of  the  year  do  you  think  it  is  ?     W^rite 


LESSONS   IN   LANGUAGE.  61 

4.  AVhy  do  you  think  so  ?     Write. 

5.  In  what  season  do  trees  have  leaves  on  them  ?    Write. 
8.  In  what  season  do  birds  stay  in  this  climate  ?     Write. 

7.  Where  is  Puss  ?     Write. 

8.  Upon  what  is  she  perched  ?     Write. 

9.  W^hat  makes  you  think  it  is  a  shed  ?     Write. 

10.  What  do  you  suppose  she  is  planning  '     Write. 

11.  What  makes  you  think  so  ?     Write. 

12.  Are  cats  and  birds  good  friends,  generally  ?     Write. 

13.  What  will  she  do  with  the  bird  if  she  catches  it? 
Write. 

14.  Which  do  you  like  the  better,  a  cat  or  a  bird  r 
Write. 

15.  Why?     Write. 

1 G.  Read  what  you  have  written,  and  then  copy  in  your 
blank-books. 

Note.  —  The  above  are  but  a  few  of  the  suggestive  questions  that 
may  be  asked,  and  both  teacher  and  pupil  are  encouraged  to  exercise 
their  ingenuity  in  gleaning  ideas  from  the  picture.  It  is  believed  that 
the  skillful  and  intelligent  teacher  can,  by  this  means,  do  much  to- 
ward awakening  the  pupil's  appreciation  of  the  beautiful  in  art,  and 
his  imagination  in  creating  other,  and  perhaps  more  suggestive  pic- 
tures. The  author  hopes  that  teachers  may  see  sufficient  reward  in 
this,  to  induce  them  to  aid  the  pupil  in  making  an  exhaustive  e>c« 
amination  of  each  picture. 


62 


LESSONS   IN   LANGUAGE. 


U/.ROB£ffTS    SC? 


LESSON  LTII. 


1.  How  many  dogs  do  you  see  in  this  picture  ?     AYrite. 

2.  AYliat  relation  do   you   think  the  large   dog  is  to  the 
small  one  ?     Write. 

3.  What  is  the  position  of  each  dog  ?     AYrite. 

4.  What  living  object  do  you  see  in  the  picture  besidcd 
the  dogs  ?     Write. 

5.  In  what  position  is  the  boy  ?     Write. 

6.  What  has  he  in  his  hand  ?     Write. 

7.  What  do  you  see  on  the  cake  ?     Write. 

8.  What  is  he  doing  with  the  cake  ?     Write. 

9.  What  do  you  notice  in  the  front  of  the  picture,  partly 
under  the  stool  upon  which  the  boy  is  sitting?     Write. 

10.  For   what   do   you   suppose    that   is    placed    there? 
Write. 


LESSONS   IN   LANGUAGE.  63 

11.  Is   this    saucer    on  the    boy's   right    hand   or    left? 
Write. 

12.  ^Yhich  is   the  taller  in   the  picture,  the  boy  or  the 
log? 

13.  Which  would  be  the  taller  if  the  boy  were  standing? 

14.  How  do  you  like  the  way  the  boy's  hair  is  combed  f 

15.  Does  his  face  look  kind  or  otherwise?     Write. 

16.  How  does  tlie  large  dog  look  ?     Write. 

17.  Whicli  part  of  the  small  dog  do  we  see?     Write. 

18.  Read  wliat  you  have  written  and  then  copy  in  youi 
blank-books. 


TOPICAL    REVIEW    OF    USES    OF    PUNCTUATION    MARKS. 

PcriocL  —  At  close  of  a  sentence.     Lesson  1. 

With  abbreviation.     Lesson  19. 
Interrogation  point.     With  a  question.     Lesson  2. 
Comma.  —  Three  or  more  words.     Lesson  5. 
A  person  addressed.     Lesson  6. 
Two  words  connected  by  and.     Lesson  17. 
Two  words  connected  by  or.     Lesson  17. 
Quotation  Marks.  —  Direct  quotations.     Lesson  9. 
Divided  quotation.     Lesson  11. 
-  C(don.  —  Direct  quotation.     Lesson  10. 
Ifyphen.  —  Word  divided  at  end  of  line.     Lesson  1 4. 

Compound  words.     Lesson  15. 
Apostrophe.  —  Denoting  omission.     Lesson  21. 

Denoting  possession.     Lesson  22. 
Kcclamation  Point.  —  Emotion.     Lesson  2^ 


64 


LESSONS  IN   LANGUAGK. 


LESSON   LIV. 

A    IMCTUKE. 

1.  Who  is  ill  the  tree  in  this  picture?     Give  hiin  a  uamo 
and  call  him  by  it. 

2.  How  does  he  manage  to   stay  in  the  position  he  occu- 
picij  ?     Write. 

3.  If  he  should  loosen  his  hold,  what  would  happen  to 
tiim  ?     Write. 

4.  Why  has  he  climbed  to  so  great  lieiglit,  do  you  sup- 
pob'e  ? 

5.  Where  is  the  bird's  nest  ?     Write. 

6.  What  is  in  it  ?     Write. 

7.  What  do  you  see  in  the  upper  part  of  the  picture  near 
the  boy's  head  ?     Write. 


LESSONS   IN    LANGUAGE. 


66 


8.  How  does  the  bird  a[)pear  ?     Write. 

9.  What  reason  do  you  think  the  bird  has  for  seeming 
fiightened  ?     Write. 

10.  Can  boys  think  ?     Write. 

11.  Do  they  know  what  is  wrong  ?     Write. 

1 2.  Do  cats  know  what  is  wrong  ?     Write. 

13.  Which  is  the  worse,  the  cat  in  the  last  picture  tliut 
is  trying  to  take  the  bird's  life,  or  the  boy  in  this  who  ie 
taking  from  the  mother  bird  her  eggs  ?     Write. 

R^ad  wliat  you  have  written.     Copy  carefully. 


LESSON   LV. 

A    PICTURK. 

1.  Do  you  think  tlie  boy  in  the  picture  is   the  same  bo> 
that  we  saw  in  the  last  ?     Write. 
5 


66  LESSONS   IN   LANGUAGE. 

2.  AV^here  is  he  in  this  picture  ?     Write. 
,  3.   Does  he  look  as  happy  and  cheerful  as  the  boy  in  the 
last  [)icture  ?     Write. 

4.  What  is  he  doing  ?     Write. 

5.  Where  is  the  grass  to  which  he  is  clinging  ?     Write. 

6.  What  do  we  call  that  part  of  a  river  that  borders  on 
the  land  ?     Write. 

7.  Whom  do  you  see  running  along  the  bank  ?  GivT* 
them  names. 

8.  AVhy  are  they  in  haste  ?     Write. 

9.  What  does  the  man  carry  on  his  shoulder  ?     Write. 

10.  What  do  you  think  he  has  been  doing?     AVrite. 

1 1 .  Do  you  think  the  boy  could  get  out  of  the  water  if 
left  alone  ?  Call  the  boy  by  the  name  you  have  given 
him. 

1 2.  Do  you  hope  the  man  and  boy  will  get  there  in  time 
to  lielp  him  ?     Write. 

13.  IIow  do  you  suppose  they  knew  he  was  there? 
Write. 

1 4.  What  kind  of  pay  do  boys  generally  get  for  doing 
wrong  ?     Write. 

Teacher  continue  to  elicit  ideas  from  the  picture. 

15.  Read  what  you  have  written,  and  then  re-write,  com- 
bining it  into  a  nice  and  interesting  story. 


LESSONS   IN   LANGUAGE. 


67 


LESSON    LVL 

A    PICTURK. 

1.  What  maybe  seen  on  the  ground  in  this  picture: 
Write. 

2.  Are  there  leaves  on  the  bushes  ?     Write. 

3.  What  do  you  see  where  the  boy  and  dog  have 
stepped  ?     Write. 

4.  What  does  the  boy  have  about  his  neck  and  ears  ? 
Write. 

5.  These  four  facts  tell  you  that  it  is  what  season  ? 
Write. 

6.  What  living  thing  do  you  see  in  the  picture  besides 
the  boy  and  dog  ?  Give  pretty  names  to  the  boy,  dog  and 
bird. 


68  LESSONS   IN   LANGUAGE. 

7.  Where  is  the  bird  ?     Write. 
^    8.  What   birds    generally    stay    where    there    .8   snow  ? 
Write. 

9.  What  does  the  boy  appear  to  be  trying  to  do  ? 

10.  Wluit  has  he  about  him  to  keep  him  warm  ?     Write, 

1 1 .  What  has  the  bird  to  keep  it  warm  ?     Write. 

1 2.  What  has  the  dog  to  keep  him  warm  ?     AVrite 

13.  Where  do  the  boy  and  dog  get  their  food?     Write. 

14.  Where  does  the  bird  get  its  food  ?     Write. 

15.  Which  of  the  three  is  most  fortunate  ?     Write. 

16.  Read  what  you  have  written.     Copy. 


TOPICAL    KEVIKW    OF    USES    OF    CAPITALS. 

1 .  At  Beginning  of  Sentence.     Lesson  1 . 

2.  Proper  Names.     Lesson  3. 

3.  I  and  O.     Lessoji  6. 

4.  In  Poetry.     Lesson  7. 

5.  Direct  Quotation.     Lesson  10. 

6.  Personified  Objects.     Lesson  13. 

7.  Titles  of  Books.     Lesson  18. 

8.  Titles  of  Office,  etc.     Lesson  19. 

Pupils  may  write  sentences  illustrating  the  use  of  capitals 
in  each  of  the  above  cases. 

Capitals  are  used  in  other  cases  than  those  mentioned, 
but  these  are  the  most  common  uses,  and  are  sufficient  for 
the  pupil  at  present. 


LKSSONS    IN    LANGUAGE. 


69 


£iOB^/^T^Tscl 


LESSON   LVll. 


A    PICTURE. 

1.  What  animal  do  you  see  in  the  picture  ? 

2.  What  is  it  in  ? 

3.  What  do  you  see  in  front  of  the  rat's  face,  extending 
from  one  side  of  the  box  to  the  other  ? 

4.  Of  what  do  you  think  the  box  is  made  ? 

5.  Of  what  are   the  bars   made   that  extend  across   the 
front? 

6.  Did  you  ever  see  such  bars  in  a  window  ?     Where  ? 

7.  What  do  you  call  a  person  who  is  kept  in  a  room 
having  windows  with  such  bars  across  them? 

8.  W^hat  may  you  call  the  rat,  then  ? 

9.  Does  this  rat  seem  to  like  its  house  ? 


70  LESSONS   IN   LANGUAGE. 

10.  How  does  it  show  its  dislike  ? 

11.  What  do  you  see  in  the  front  part  of  its  mouth  ? 

1 2.  Are  these  teeth  long  or  short  ? 

13.  Do  you  know  what  we  can  tell  by  the  long  teeth  of 
this  rat  '^ 

14.  Of  what  use  are  its  long  teeth? 

15.  Why  does  it  not  use  them  to  get  out  of  the  box  ? 

16.  Who  can  tell  the  name  of  the  box  in  which  the  nit 
IS  caught  ? 

17.  How  did  the  rat  get  in  there? 

18.  What  do  people  use  such  boxes  for? 

19.  Do  you  think  this  old  rat  would  be  glad  to  get  out 
and  be  safe  once  more  ? 

20.  Do  you  think  he  would  remember  and  not  get  in 
next  time  ? 

21.  Please  relate  any  anecdotes  of  rats  which  you  may 
have  heard. 

22.  Read  what  you  have  written.     Copy. 
Rifjht  or  wrons:  ? 

I  haint  got  no  pencil. 

I  seen  him.    I  didnt  do  nothing.     lie  set  down  on  the  cheer. 

Uncle  has  went  home. 

If  not  right,  correct  them. 

To  Teacher  and  Pcpil.  — Be  patient,  go  slow.  Work  on  each 
lesson  until  it  is  right.  Copy  it  in  your  blank-book  in  your  best  hand- 
writing, free  from  blots  or  marks.  Not  how  much,  but  how  well, 
should  be  your  motto. 

If  necessary  to  success,  be  willing  to  work. three  days  on  one  short 
lessoa. 


LESSONS    IN    LANGUAGE. 


LESSON    LVIII. 

A    riCTURE. 

Write  the  answer  to  each  question, 

1 .  How  many  persons  do  you  see  in  the  picture  ? 

2.  What  is  the  position  of  each  boy  ? 

3.  What  has  each  boy  in  his  hand  ? 

4.  In  which  hand  does  the  boy  who  is  standing  liave  hia 
stick  ? 

5.  In  which  hand  does  the  boy  who  is  sitting  have  \m 
stick  ? 

6.  What  do  you  see  in  the  front  part  of  the  picture,  or 
just  before  the  two  boys  ? 

7.  What  in  the  back  part  or  just  beliind  the  two  boys  ? 

8.  What  does  the  boy  who  is  sitting  have  in  his  right 
hand? 


72 


LESSONS   IN   LANGUAGE. 


9.  Where  do  frogs  live  ? 

1 0.  Where  do  you  think  this  one  came  from  ? 

11.  Do  you  suppose  the  present  condition  of  the  frog  is 
pleasant  ?     Why  ? 

1 2.  What  would  you  advise  the  boy  who  is  holding  the 
fiog  to  do  witli  it? 

13.  What  do  you  imagine  those  boys  are  saying  to  each 
other  ?     Write  out  their  conversation  in  full. 

14.  Please  give  a  name  to  each  boy. 

15.  Road  what  you  have  written.     Copy. 


^^ 


LESSON  LIX. 

A   PICTURE. 

1.  AVliere  are  the  two  boys  in  this  picture  ? 

2.  Wliat  is  the  position  of  each  ? 


LKSSO^sS   IN   LANGUAGE.  78 

3.  A 10  they  in  the  same  place  by  the  river  that  thej 
«re  in  the  last  picture  ? 

4.  How  do  you  know  ? 

r>.  Does  each  boy  have  a  stick  here  ? 
G.  Which  one  does  have  a  stick  ? 

7.  In  which  hand  does  he  hold  it  ? 

8.  Where  is  the  frog  now  ? 

9.  What  is  tlie  frog  doing  ? 

10.  Wliat  living  things  besides  frogs  can  swim  ? 
1  1 .  Do  frogs  and  fishes  swim  alike  ? 

12.  What  is  the  difference  ? 

1 3.  Do  frogs  and  boys  swim  alike  ? 

1 4.  Which  seems  nearest  you,  the  frog  or  the  boys  ? 

15.  Put  your  hand  on  the  picture  and  see  if  it  is  really 
go. 

1 6.  How  does  the  water  look  directly  under   the  feet  of 
each  boy. 

17.  What  do  we  call  such  dark  places  ? 

18.  What  other  objects  in  the  picture  cast  a  shadow  ? 
Unite  what  you  have  written,  and  whatever  else  you  may 

think  proper,  into  a  story  and  copy  it  in  your  blank-book. 


14 


LESSONS    IN   LANGUAGE. 


LESSON  LX, 


THE    CONDOR. 

I    Uavj  you  ever  seen  a  Condor  1 

2.  Do  you  know  where  its  home  is? 

3.  What  is  there  peculiar  about  the  appearance  of  Its  head  fxni 
nctk? 

4.  What  do  you  think  of  its  size  ?  ' 

5.  How  many  toes  upon  each  foot  '< 
.   6.  What  is  the  shape  of  its  bill  ^ 


LESSONS   IN    LANGUAGE. 


75 


7    What  kind  of  food  do  you  think  that  bill  is  best  fitted  for  1 

8.  Of  what  color  is  the  Condor  ? 

9.  Write  answers  to  all  these  questions. 

10.  Examine  its  head  carefully,  describe  it  and  tell   me  why  you 
think  it  was  thus  formed. 

11.  Consult  books,  and  learn  all  you  can  about  the  Condor. 

12.  What  docs  Geo.  D.  Prentice  say  of  the  Condor  in  his  beautiful 
poem.  The  Closing  Year  ? 


LESSON   LXI. 


L 

2. 
do? 

3. 
have 

4. 

5. 

6. 

7- 

8. 

9. 
your 


SIBERIAN    CHILDREN. 

Do  these  children  look  like  your  brothers  and  sisters  ? 

Look  at  your  sistei-'s  eyes.     Do  they  slant  as  these  clijldren's  eyes 

Has  your  sister  such  a  round,  cherry-like  chin  as  these  chihlua 
? 

How  do  you  like  their  lips  ? 

What  do  you  observe  about  their  ear-rings  ? 

What  country  is  their  home  ? 

Do  you  think  they  have  intelligent  faces  ? 

What  do  you  know  about  the  country  of  Siberia  ? 

Learn  all  you  can  about  the  country  and  its  people,  and  wnio 

composition. 


LF.SSOXS    IN    LANGUAGE. 


LESSON   LXTI. 


A    CANAL. 

I.  Name  all  the  objects  you  can  see  in  this  picture. 

2  Tell  what  each  one  is  doing,  or  in  what  position  it  is. 

3  Of  what  is  the  whole  a  picture  ? 

4  How  does  a  canal  differ  from  a  river  i 
^  \\''hat  is  that  across  the  canal  ? 

6.  What  is  the  use  of  canals  ?     Of  bridges  ? 

7.  What  do  you  see  at  the  foot  of  the  hill  beyond  the  grore  I 

8.  Do  you  think  it  a  pleasant  place  to  live  ? 

9.  Mention  some  noted  canals. 


LESSONS   IN   LANGUAGE. 

10.  Are  many  canals  being  built  now  ? 

11.  v*)ther  questions  will  su«^gest  themselves  to  the  ttMcheCi 
I  V  Write  a  nice  composition  about  canals. 


:^^fc 


LESSOR   LXIH. 


SAVAGr    .MFF. 

Notice  carefully  each  object  in  tin  pictart^  write  its  mime,  describe 
all  that  is  odd  or  peculiar  about  it. 

Write  your  impressions  in  regard  to  tbe  kind  of  life  thes3  pt  oplc 
lead,  their  habits,  culture,  food,  occupations,  avteailon  to  busiaess,  the 
countries  they  now  inhabit  and  whether  ^'^  people  are  on  the  inci'sas* 
or  dccreasi 

By  careful  study  of  this  picture  you  will  N  >^^  v^  '«*-»nt'*  a  An* 
•lory 


78 


LESSONS   IN    LANGUAGE. 


LESSON   LXIV. 

GATHERING    SUGAR    CANE. 

The  author  having  pretty  fully  illustrated  the  method  of  using 
these  pietures,  desires  now  to  throw  the  teacher  and  pupils  on  their 
o^^^l  resources.  He  will  suggest,  however,  that  at  the  close  of  each 
recitation,  the  teacher  should  spend  a  few  minutes  in  directing  the 
examination  of  the  next  picture.  Great  care  should  be  taken  no f  to 
violate  that  fundamental  law :  Never  tell  a  child  what  you  can  lead  him 
to  discover  for  himself. 

After  having  gleaned  from  the  picture  all  you  can,  information  and 
a[>]»ropriate  anecdotes  and  illustrations  may  be  gained  from  books  or 
other  available  sources. 


LESSONS   IN   LANGUAGE. 


.4^;.^|^^_    .._,^^- 


LESSON   LXV. 

THE    OSTRICH. 

Tu  riiE  PuriL.  —  Whatever  knowledge  is  presented  to  you,  should 
^  presented  in  sueh  a  manner,  that  the  act  of  acquiring  it  will  enrich 
four  mind  as  much  as  the  possession  of  it. 

To  read  this  picture ybr  you,  would  rob  you  of  both  a  pleasure  and 
d  benefit.  Therefore,  I  leave  you  to  study  it  well  and  write  a  com- 
position. 


80 


LESSONS   IN   LANGIAGE. 


AAA'^.^^^,f^^  \. 


LESSON   LXVL 


THE    LION. 

What  domestic  animal  doos  he  resemble  ?  Describe  liis  i^cneral 
appearance — length,  height,  covering,  limbs,  eyes,  mouth,  tail,  teeth, 
claws,  bottoms  of  his  feet,  habits,  food.  His  disposition — noble  or 
mean,  courageous  or  cowardly,  haughty  or  meek.  Home,  whcra? 
Animals  that  resemble  him  in  regard  to  their  food.  What  are  ^u^'h 
:alled  ?     Anecdotes  of  the  lion. 


LESSONS   IN   LANGUAGE. 


81 


THE    BEAVER. 

{8ee  hluts  on  the  Hon,  Lesson  LXVI.) 


LESSON   LXVII. 

Suppose  the  house  you  see  to  be  a  church,  the  old  lady  to  be  blind 
p.nd  the  goose  a  favorite  pet*  what  do  you  think  the  whole  picture 
represents  ? 

(l^t  thp  ohllrl's  Imajrfnation  harp  full  Hberty) 


82 


LKSSONS   IN   LANGUAOtE. 


lp:sson  lxviii. 

A    TEAM    OF    SNAKES. 
Showing  docility  in  animuls. 


LESSON   LXIX. 

TRAINED    FLEAS. 

For  additional  information  the  teacher  is  referred  to  Intelligence  of 
Animals,  one  volume  of  the  Illustrated  Library  of  Wonders,  publishi-AJ 
by  Messrs.  Charles  Scribner  &  Co.,  New  York. 


LKSSONS   IN   LANGUAGE 


83 


LESSON   LXX. 


THE    ELEPHANT. 


Hints. — Elephant  in   a  barn;  dog  and   elephant  great  friends; 
bojs  outside  the  bam  tease  the  elephant  by  pulling  dog*s  ears. 


84 


LESSONS   IN   LANGUAGE. 


LESSON   LXXI. 


86 


LESSONS   IN   LANGUAGE. 


LESSON   LXXIIL 

This  beautiful  picture  contains  enough  that  is  suggestive,  to  employ 
the  student  more  than  one  day.  Study  it  attentively,  and  write  care- 
fully the  thoughts  which  it  suggests,  and  you  will  find  that  your  mind 
has  been  greatly  enriched  thereby. 


I.KSSONS  IN   LANGUAGE. 


LESSON  LXXIV. 

ELEPHANT   ACTING   AS    NURSE. 

The  piij)il  may  also  include  in  his  composition  a  pretty  full  descrip- 
tion of  elcplKints,  their  form,  size,  color,  habits,  traits  of  character, 
countries  they  inhabit,  use  to  man  and  give  additional  anecdotes. 


To  THE  Teacher.  —  The  object  of  the  following  lessons 
is  to  teach  the  pupil  to  notice  carefully  what  he  is  reading, 
and  then  to  reproduce  the  substance  in  his  own  words. 
But  few  lessons  are  given,  since  they  can  readily  be  sup- 
plied by  the  teacher  at  pleasure.  With  the  book  open 
before  the  child,  the  teacher  may  ask  the  questions,  and 
then,  the  book  being  closed,  require  that  the  answ^ers  should 
be  written.  Such  exercises  will  be  found  very  profitable. 
They  cultivate  the  powers  of  observation,  and  give  com- 
mand of  lantruaore. 


88  .LESSONS  IN   LANGUAGE. 

LESSON   LXXV. 

THE    BEE   AND    THE    CHILD. 

1.  "  Pretty  Bee,  pray  tell  me  why,  thus  from  flower  to 
flower  you  fly,  culling  sweets  the  livelong  day,  never  leav- 
ing off  to  play." 

2.  "  Little  Child,  I'll  tell  you  why,  thus  from  flower  to 
flower  I  fly.  Summer  flowers  will  soon  be  o'er.  Winter 
comes,  they  bloom  no  more.  Finest  days  will  soon  be  past 
Brightest  suns  will  set  at  last." 

QUESTIONS. 

1.  Who  asks  the  question  in  the  first  paragrai)h  ■? 

2.  Of  whom  does  the  child  ask  it  1 

3.  Write  on  your  slate  then.  The  Child  says  to  the  Bee. 

4.  What  does  the  child  ask  ? 

5.  What  is  the  first  question  1  Ans.  Why  do  you  fly  from  flowet 
to  flower  ? 

6.  Suppose  you  were  to  write  this  upon  your  slate  immediately 
afte/  what  you  have  written  there,  what  mark  should  precede  it  ? 

7.  What  is  the  second  question  1  Ans.  Why  do  you  cull  sweets  all 
the  day  long  1     (Cull  means  to  gather.) 

8.  Write  on  your  slates,  Why  do  you  gather  sweets  all  the  daj 
long  1 

9.  What  is  the  third  question  ?     Write  the  answer  on  your  slates. 

10.  Who  speaks  in  the  second  paragraph  ? 

1 1 .  Write  on  your  slates,  The  Bee  says  to  the  Child . 

12.  What  does  he  say? 

13.  How  many  reasons  does  he  give  for  being  so  industrious  t 

14.  Give  the  first.  If  you  were  talking,  would  you  say,  "  Sunimei 
days  will  soon  be  o'er." 

15.  Write  it  with  the  proper  marks  on  your  slates. 

16.  AVhat  is  the  second  reason?  Ans.  Because  when  wintei 
comes .     Write. 


LESSONS    IN    LANGUAGK.  89 

17.  What  is  the  third  reason  ?    Ans.  The  fine  days .     Write. 

1 8.  What  is  the  fourth  reason  ?     Axs.  The  brightest . 

19.  Read  what  you  have  written. 

THE    BEE    AND    THE    CHILD. 

The  Child  says  to  the  Bee :  "  Why  do  you  fly  from  flower  to 
flower  ?  Why  do  you  gather  sweets  all  day  ?  Why  do  you  nevei 
stop  and  play  1 " 

The  Bee  answers  the  Cliild ;  "  I  will  tell  you  why  I  fly  from  flower 
to  flower.  Summer  will  soon  be  gone.  When  Winter  comes  the 
flowers  will  not  bloom  any  longer.  The  brightest  sun  must  set  some 
time." 

1.  What  is  a  direct  quotation  ? 

2.  IIow  should  a  direct  quotation  be  written  ? 


LESSON   LXXVI. 

THE    MONKEY    AND    THE    CAT. 

Some  sweet  potatoes  are  baking  in  the  embers  of  a  fire- 
place. A  cunning  monkey  is  anxious  to  feast  upon  them 
but  he  does  not  know  how  he  can  get  them  out  without 
burning  himself.  Presently,  however,  an  idea  strikes  him. 
Puss  is  dozing,  as  usual,  near  the  fire-place,  and,  withoul 
her  consent,  he  seizes  her  in  such  a  way  that  she  cannot 
help  herself.  He  then  takes  her  paw  and  with  it  he  pulls 
the  potatoes  out  of  the  burning  embers. 

Have  the  pupils  first  give  oral  answers  to  the  following  and  similai 
questions.  After  due  criticism,  have  the  answers  written  on  the  slates 
If  proper,  combine  them  as  in  preceding  lessons. 

I.  What  is  the  story  about  ? 

2  Where  are  the  monkey  and  cat  ? 

3.  What  is  each  doing  ? 

4.  Which  animal  is  the  most  profitably  employed  1 


90  LESSONS   IN   LANGUAGE. 

5.  What  are  said  to  be  in  the  fire-place  1 

6.  What  are  embers  ? 

7.  What  does  this  mischievous  monkey  desire  to  do  ? 

8.  What  prevents  him  from  doing  what  he  desires  1 

9.  What  does  it  say  strikes  liim  ?     (An  idea  is  a  thought.) 

10.  What  does  he  do  to  the  cat? 

1 1.  In  what  way  do  cats  revenge  themselves  when  injured  ? 

12.  Did  this  cat  scratch  ?     Why  not  1 

13.  How  did  the  monkey  at  last  secure  the  potatoes  1 

1 1.  AVhat  does  the  common  expression  "  Being  made  a  cat's  paw,' 
li^Miify  ? 

15.  Read  what  you  have  written.     Coj)y. 


LESSON   LXXVIL 

THE    BOY    AND    THE    DOG. 

All  idle  boy  was  one  day  sitting  on  some  steps  with  a 
stick  in  one  hand,  and  a  piece  of  bread  and  butter  in  the 
other.  As  he  was  eating  his  bread,  he  saw  a  dog  lying 
near  him,  and  called  out :  "  Come  here,  fellow  1  " 

1.  About  whom  is  the  story  ? 

2.  Do  you  think  there  arc  many  such  boys  in  the  world  ? 

3.  AVhcre  was  this  idle  boy  ? 

4.  What  did  he  have  in  each  hand  ? 

5.  Of  what  use  was  the  stick  ? 

6.  Of  what  use  was  the  bread  and  butter  ? 

7.  What  was  he  doing  with  each? 

8.  Do  you  think  he  worked  hard  ? 

9.  Was  his  work  pleasant  or  unpleasant  ? 

10.  What  did  he  see  near  him  ? 

11.  What  did  he  say  to  the  dog  ? 

12.  Do  we  generally  call  a  dog,  fellow  ? 

13.  What  would  you  have  called  him'? 

In  how  many  ways  is  an  anostronhe  used  "* 


LKSSONS  IN  LANGUAGE.  91 

LESSON   LXXVIIL 
THE  BOY  AND  THE  DOG — Continued, 

The  dog  hearing  himself  kindly  spoken  to,  arose,  pi  icked 
uj)  his  ears,  wagged  his  tail  and  came  up. 

The  boy  held  out  his  piece  of  bread  and  butter,  and  as 
the  dog  was  about  to  take  it,  the  naughty  fellow  struck  him 
on  the  nose  with  a  stick,  which  he  had  in  tlie  other  hand. 
The  poor  dog  howled  and  ran  away  as  fast  as  he  could. 

\ .  What  did  the  dog  do  when  he  heard  the  boy's  words  ? 

2.  Why  did  he  do  so  ? 

3.  Would  he  have  act<id  thus,  if  th'^.  Doy  had  spoken  in  &  harsh, 
pross  manner  ? 

4.  AVhat  ciFect  have  kind  words  on  men  and  animals  ? 

5.  What  did  the  boy  hold  out  when  the  dog  came  near  ? 

6.  Did  the  dog  think  he  was  in  earnest  in  his  offer  ? 

7.  Was  the  boy  in  earnest  ? 

8.  What  did  the  boy  do  when  the  dog  attempted  to  eat  the  bread 
*iid  butter  ? 

9.  How  did  the  dog  show  he  was  in  pain  1 

10.  Did  he  remain  long  where  the  boy  was  ? 

1 1.  Which  do  you  think  was  the  nobler  animal,  the  boy  or  dog? 

Punctuate  the  following : 

Yes  said  the  bov  to  be  sure  I  would. 


LESSON   LXXIX. 

THE  BOY  AND  THE  DOG  —  Continued. 

I'he  cruel  boy  laughed  heartily  at  the  trick  he  had 
played.  At  this  moment,  a  man  on  the  other  side  of  the 
street,  who  had  been  watching  him,  called   to  the  boy,  and 


92  LESSONS  IN   LANGUAGE. 

showing  him  a  half-dollar,  asked  him  if  he  would  like  tc 
have  it.  "  Yes,"  said  the  boy,  "  to  be  sure  I  would." 
"  Come  and  get  it,  then,"  said  the  man. 

1 .  What  did  the  boy  do  when  he  saw  the  dog  running  away  ? 

2.  What  kind  of  boy  does  the  story  say  he  was  ? 

3.  Do  you  think  it  right  to  call  him  cruel  1 

4.  Should  he  not  have  been  called  kind  for  offering  the  bread  and 
butter  1 

5.  Who  was  on  the  other  side  of  the  street  all  the  time  ? 

6.  What  had  this  man  been  doing  ? 

7.  After  the  man  had  called  to  the  boy,  what  did  he  show  hira  ? 

8.  What  question  did  he  ask  ? 

9.  Do  you  tliink  the  boy  was  foolish  to  answer  as  he  did  ? 

10.  What  would  you  say  if  some  man  were  to  otFer  you  a  half- 
dollar? 

1 1    What  do  you  see  between  half  a.nd  dollar  ? 

Write  this  part  of  the  story  in  your  own  language. 
Where  should  a  hyphen  be  used  ? 


LESSON   LXXX. 

THE  BOY  AND  THE  DOG — Continued. 

Tlie  boy  ran  to  him  and  stretched  out  his  hand  for  t)ie 
money,  when  the  man  gave  him  such  a  rap  over  the 
knuckles  with  his  cane,  that  he  roared  with  pain.  "  Why 
did  you  do  that?  "  said  the  boy,  grinning  and  rubbing  hiv* 
knuckles.     "  I  did  not  hurt  you  nor  ask  you  for  money.** 

1 .  What  was  the  boy's  first  movement  ? 
2    What  was  the  second  ^ 

3.  Did  he  get  the  money  ? 

4.  What  did  the  man  give  him  instead  ? 


LESSOxXS   IN  LANGUAGE,  93 

5.  With  what  did  he  hit  him? 

6.  How  did  the  rap  aflfcct  the  boy  ? 

7.  Which  do  you  suppose  felt  the  greater  pain,  the  boy  or  the 
•log! 

8.  What  question  did  the  boy  ask  of  the  man  ? 

9.  How  did  he  act  while  he  was  asking  the  question  ? 

10.  Do  you  like  to  see  boys  grin  1 

1    Which  part  of  the  hand  is  the  knuckle  1 

Write  this  part  of  the  story  in  your  own  language. 
Where  should  a  comma  be  used  ? 


LESSON   LXXXL 
THE  BOY  AND  THE  DOG  —  Continued, 

"  Why  did  you  strike  the  poor  dog  just  now  ?  "  said  the 
man.  "  Had  he  hurt  you  or  asked  you  for  bread  ?  I  have 
sei'ved  you  just  as  you  served  him." 

The  bad  boy  hung  his  head  and  seemed  very  much 
ashamed,  and  I  have  never  heard  of  his  playing  any  cruel 
tricks  since. 

1.  How  many  questions  did  the  man  ask  of  the  boy  ? 

2.  What  was  the  first  ?     The  second  ?     The  third  ? 
,     3.  How  did  the  man  say  hq  had  treated  the  boy  ? 

4.  Is  it  right  to  treat  other  people  as  they  treat  us  ? 

5.  How  should  we  treat  other  people  1 

6.  What  says  the  Golden  Rule  ? 

7.  How  did  the  boy  act  ? 

8.  How  do  you  think  boys  generally  feel  when  they  hang  their 
beads  ? 

9.  Was  this  a  good  lesson  for  him  ? 

10.  What  does  the  story  say  was  never  heard  of  him  after  that  * 

Where  should  a  period  be  used  ? 


94  LESSONS   IN   LANGUAGE. 

The  object  of  the  following  lessons  is  to  enable  the  pupil, 
bj  a  few  pointed  and  well-directed  questions,  to  change  the 
rhyme  in  the  text  to  simple  prose  of  his  own.  Have  the 
pupil  give  answers  to  the  questions,  orally,  first  Then 
have  all  the  pupils  write  the  most  suitable  answers  on  their 
slates.     Correct  and  copy  as  in  the  preceding  exercises. 


LESSON   LXXXIL 

MARY    AND    HER    LAMB. 

Mary  had  a  little  lamb, 

Its  fleece  was  white  as  snow  ; 

And  everywhere  that  Mary  went 
The  lamb  was  sure  to  go. 

QUESTIONS. 

1.  What  is  the  name  of  the  little  girl  about  whom  we  are  writing  "^ 

2.  What  did  she  own  "? 

3.  How  do  you  think  it  came  into  her  possession  "* 

4.  What  is  said  about  its  fleece  ? 

5.  Do  you  think  snow  is  beautiful  ? 

6.  Did  this  lamb  loA^e  Mary  ? 

7.  How  do  you  know  that  it  did  ? 

8.  Would  you  think  a  lamb  loved  you  very  much  if  it  followed  you 
all  about  1 

The  answers  combined  will  make  a  composition  similar 
to  the  following : 

SIARY    AND    HER    LAMB. 

The  name  of  the  little  girl  about  whom  we  are  writing  is  Mary. 
She  owned  a  little  lamb.    We  are  not  told  how  this  Iamb  came  into 


LESSONS   IN   LANGUAGE.  95 

her  possession.  Perliaps,  some  one  gave  it  to  her.  This  lamb  must 
have  been  very  pretty.  We  read  that  its  fleece  was  as  white  as  snow ; 
and  I  think  snow  is  very  beautiful.  This  lamb  loved  Mary  very 
much.  I  know  it  loved  her,  because  it  followed  her  up  stairs  and 
down  stairs,  and  everywhere  she  went.  I  should  think  a  lamb  loved 
me  very  much  if  it  followed  me  every^vhere. 

A  few  well-directed  questions  might  bring  about  a  union 
of  sentences,  when  the  composition  would  read  as  follows : 

Mary,  the  little  girl  about  whom  we  are  writing,  owned  a  little 
lamb.  We  are  not  told  how  the  lamb  came  into  her  possession,  but 
suppose  that  it  was  given  to  her.  The  lamb  must  have  been  very 
pretty,  for  wc  read  that  its  fleece  was  as  white  as  snow ;  and  I  think 
that  the  pure  snow  is  very  beautiful.  The  lamb  loved  Mary  very 
much.  I  know  it  loved  her,  because  it  followed  her  up  stairs,  down 
stairs,  and  in  my  lady*s  chamber ;  in  fact,  it  went  everywhere  slio 
went.  I  should  think  a  lamb  loved  me  very  much  if  it  followed  ni* 
evcrj'where. 


LESSON   LXXXIIL 

MARY    AND    HER    LAMB. 

It  followed  her  to  school  one  day, 
Which  was  against  the  rule  ; 

It  made  the  children  laugh  and  plaj, 
To  see  a  lamb  at  school. 

1.  Of  what  offence  was  this  lamb  guilty  one  day  ? 

2.  Were  lambs  allowed  to  go  to  school  in  those  days  1 

3.  Are  they  allowed  to  go  now  ? 

4  What  do  lambs  do  1 

5  Are  not  the  green  fields  a  school  for  them  ? 

6.  How  did  all  the  children  act  when  they  saw  the  lamb  in  the 
school -room  ? 


96  LESSONS   IN   LANGUAGE. 

7.  Don't  you  think  they  were  very  silly  to  laugh  at  so  trifling  a 
tiling  ? 

8.  Would  you  laugh  if  you  were  to  see  a  lamb  at  school? 

9.  Kcad  what  you  have  written.     Copy. 

Con  2ct 

Tb»  wolt  said  to  the  lamb,  you  arc  a  rascal. 


LESSON  LXXXIV. 

MARY    AND     IIEll    LAMB. 

And  so  the  teaclier  turned  him  out, 

But  still  he  lingered  near  ; 
And  in  the  grass  he  fed  about, 

Till  Mary  did  appear. 

1.  What  impolite  act  did  the  teacher  commit? 

2.  Do  you  think  the  lamb  felt  bad  when  it  was  treated  so' 

3.  Why  do  vou  think  so  ? 

4.  What  did  he  do  while  he  was  lingering  near? 

5.  Are  bors  and  girls  ever  turned  out  of  school  ? 

6.  Are  they  dismissed  for  the  same  reason  that  the  lamb  was  ? 

7.  Hov  longj  did  the  lamb  stay  near  the  school-house  ? 

8.  WHat  does  this  long  waiting  prove  ? 

For  what  is  the  apostrophe  used  ? 


LESSON   LXXXV. 

MARY   AND    HER    LAMB. 

What  makes  the  lamb  love  Mary  so," 

The  little  children  cried ; 
Mary  loves  the  lamb,  you  know," 

The  teacher  quick  replied. 


LESSONS  IN  LANGUAGE.  9 

If  you,  like  Mary,  are  but  kmd. 
And  feed  the  lambs  with  grass, 

Their  love  and  friendship  you  will  find 
Are  constant  to  the  last. 

1.  What  question  did  the  children  ask  of  the  teacher? 

2.  What  was  the  teacher's  reply? 

3.  What,  then,  do  we  find  was  the  secret  of  the  lamb's  great  love 
for  Mary  ? 

4.  Do  you  think  that  if  we  love  others,  they  will  be  apt  to  love  us 
in  return. 

5.  What  did  the  teacher  add  further  to  explain  the  lamb's  love  for 
Mary  ? 

1.  Where  should  an  interrogation  point  be  used  ? 

2.  Where  should  an  exclamation  point  be  used  ? 


LESSON  LXXXVI. 

Change  the  following  into  prose  : 

THE    WASP   AND  THE  BEE. 

1.  A  Wasp  met  a  Bee  that  was  just  buzzing  by, 
And  he  said :  "  Little  cousin,  can  you  tell  me  why 
You  are  loved  so  much  better  by  people  than  I  ? 

'2.  My  back  shines  as  bright  and  as  yellow  as  gold, 
And  my  shape  is  most  elegant,  too,  to  behold ; 
Yet  nobody  likes  me  for  that,  I  am  told.'' 

3.  "  Ah  !  friend,"  said  the  Bee,  "  it  is  all  very  true, 
And  were  I  but  half  as  much  mischief  to  do, 
Then  people  would  love  me  no  better  than  i/ou,** 

What  kind  of  quotation  do  we  find  in  the  last  stanza  * 


38  LESSONS  IN  LANGUAGK. 

LESSON  LXXXVII. 

THE    WASP    AND    THE    BEE. 

Change  into  prose : 

4.  "  You  have  a  fine  shape,  and  a  delicate  wing ; 

You  are  perfectly  handsome,  but  then  there's  one  thing 
They  never  can  put  up  with,  and  that  is  your  sting." 

5.  "  My  coat  is  quite  homely  and  plain,  as  you  see, 
Yet  nobody  ever  is  angry  with  me, 

Because  Tm  a  useful  and  innocent  Bee." 

MORAL. 

G.  From  this  little  lesson  let  children  beware  : 
For  if,  like  the  wasp,  they  ill-natured  are. 
They  will  never  be  loved,  though  they're  ever  so  fair. 

1 .  How  many  lines  do  we  find  grouped  together  here  1 

When  severed  lines  of  poetry  are  grouped  together,  we  call  the  group  a 

stanza. 

2.  How  does  the  last  stanza  differ  from  those  that  precede  it ''     It 
contains  a  lesson  that  we  are  to  learn  from  the  story. 

3.  Because  it  contains  such  a  lesson,  we  call  it  a  moral.    What  is  a 
moral  1 


LESSON   LXXXVITT. 

DEEDS    OF    KINDNESS. 

Change  into  prose : 

1 .  Suppose  the  little  cowslip 

Should  hang  its  golden  cup. 


LESSONS   IN   LANGUAGE.  dd 

And  say  "  I'm  such  a  tiny  flower, 

I'd  better  not  grow  up  ; " 
IIow  many  a  weary  traveller 

Would  miss  its  fragrant  smell ; 
IIow  many  a  little  child  would  grieve 

To  lose  it  from  the  dell. 

2.  Suppose  the  glistening  dew-drop 
Upon  the  grass  should  say 
**  What  can  a  little  dew-drop  do  ? 
I'd  better  roll  away :  " 
The  blade  on  which  it  rested, 

Before  the  day  was  done. 
Without  a  drop  to  moisten  it. 

Would  wither  in  the  sun.  » 


LESSON  LXXXIX. 

DEEDS    OF    KINDNESS. 

Change  into  prose : 

3.  Suppose  the  little  breezes 

Upon  a  summer's  day, 
Should  think  themselves  too  small  to  cooL 

The  traveller  on  his  way ; 
Who  would  not  miss  the  smallest 

And  softest  ones  that  blow, 
And  think  they  made  a  great  mistake 

If  they  were  talking  so. 


100  LESSONS   IN   LANGUAGE. 

4.    How  many  deeds  of  kindness 

A  little  child  can  do, 
Although  it  has  so  little  strength, 

And  little  wisdom  too  ; 
It  wants  a  loving  spirit, 

Much  more  than  strength,  to  prove 
How  many  things  a  child  may  do 

For  others  bv  his  love. 


LESSON   XC. 

PARENTHESIS    AND    DASH. 

1.  The  boy  became  —  well.  I'll  not  tell  the  rest  of  the 
story. 

2.  He  lived  at street. 

3.  How  many  mistakes,  (as  you  know,)  people  make. 

QUESTIONS. 

1 .  Copy  the  first  two  sentences  on  your  slate. 

2.  After  the  word  becamef  in  the  first,  ani3  at,  in  the  second,  what 
kind  of  mark  do  you  see  ? 

3.  Make  one  like  it  on  your  slates. 

4.  Is  it  a  hyphen  ? 

5.  Is  the  first  part  of  the  first  sentence  complrtr  ? 

The  mark  after  the  word  became,  is  called  a  dasb,  and  is  used 
because  the  sentence  is  broken  and  incomplete.  It  is  used  after  at  in 
the  second,  hecause  the  name  of  the  street  has  beei?  purposely  oi5*ittcd 

6.  When  is  a  dash  used  ? 

Tne  dash  is  used  to  denote  the  intentional  omission  of  aryrd^. 

7.  In  the  next  sentence,  what  new  marks  do  you  oh5»»^'^/c  *  Makv 
M)m(\  like  them. 


LESSONS   IN   LANGUAGE.  101 

<3.  Could  the  words  inclosed  by  these  marks  be  omitted  without 
destroying  the  sense  "^ 

Tliese  marks,  (  ),  are  called  a  parenthesis.  Words  that  are  dM 
necessary  to  the  sense  may  be  enclosed  in  a  parenthesis. 

To  THE  Teacher.  —  As  a  valuable  exercise  at  this 
stage  of  development,  select  an  incident  or  story  and  read 
t  to  your  pupils.  After  you  have  read  it  require  them  to 
re-write  it  in  their  own  language.  The  exercise  is  more 
profitable  than  those  preceding,  since  the  children  must  not 
only  exercise  their  memory,  but  also  make  their  own  sen- 
tences. 


LESSON    XCI. 

SXOAV. 

1.  Write  six  sentences  about  snow. 

1    Snow  comes  in  winter. 

2.  I  sometimes  wish  it  came  in  summer. 

3.  It  is  beautiful  and  pure  when  it  falls,  but  soon  becomes  dark  and 
voiled. 

4.  Boys  and  girls  use  it  to  make  snowballs. 
,     5.  Men  and  women  use  it  for  sleigh-riding. 

6.  The  plants  use  it  for  a  blanket  to  keep  them  warm. 

2.  Re- write,  combining  the  first  two  sentences. 

3.  Copy  the  third. 

4.  Combine  in  one  the  last  three. 

5.  Is  the  snow  more  useful  to  plants  or  to  men  ? 

6.  Write  the  answer  to  this  question. 

7.  Read  what  you  have  written. 


102  LFSSOXS    IN   LANGUAGE. 

SNOW. 

Snow  comes  ii  winter,  but  I  sometimes  wish  it  came  in  summer 
It  is  beautiful  and  pure  when  it  falls,  but  soon  becomes  black  and 
dirty. 

Boys  and  girls  use  it  to  make  snowballs,  men  and  women  use  it  for 
sleigh-riding,  and  it  serves  the  little  plants  as  a  blanket  to  keej)  them 
uarm. 

1  think  it  more  useful  to  plants  than  to  men.     Copy. 


lp:sson  xcii. 

BOYS. 

1.  Write  six  sentences  about  Boys. 

2.  Combine  as  far  as  possible. 

3.  Read  and  copy. 

1.  When  should  an  apostrophe  be  used  1 

2.  Give  three  uses  of  the  hyphen. 

3.  For  what  is  the  dash  used  ? 


LESSON   XCIII. 

1.  Write  six  sentences  about  Girls. 

2.  Write  six  sentences  about  Balls. 
k\.   Write  six  sentences  about  Clocks. 

4.  Write  six  sentences  about  Ink. 

5.  Write  six  sentences  about  Pins. 

^C.  Combine  in  one,  as  far  as  possible,  the  six  sentencuo 
about  Girls. 

Combine  those  and  the  ones  about  Balb  In  one  pro[>- 
erly  connected  composition. 


LESSONS  IN   LANGUAGE.  103 

LESSON  XCIV. 

LETTER-WRITING. 

To  THE  PciML. — No  part  of  your  education  deserves 
more  careful  and  persistent  attention  than  Letter-writing. 

Your  success  in  life  will  depend  so  much  upon  your 
ability  as  an  efficient  correspondent,  that  we  feel  warranted 
in  inviting  you  to  make  a  special  effort  Every  person 
should  be  able  to  write  an  elegant  letter,  properly  arranged, 
correctly  spelled  and  neatly  written. 

The  boy  or  girl  who  can  readily  compose  a  nice  letter, 
write  it  in  a  beautiful,  free  and  legible  hand,  without  blots 
or  scratches,  arrange  it  accurately  and  clothe  it  in  appro- 
priate language,  has  greater  security  for  his  introduction  to 
the  path  to  usefulness  and  profit  than  though  he  possessed 
both  wealth  and  influential  friends. 

This  valuable  exercise  may  profitably  be  used  daily  for 
weeks.  The  range  of  subjects  is  broad,  and  patient  train- 
ing will  pay  a  rich  reward. 

Through  the  kindness  of  M.  D.  L.  Hayes,  Esq.,  associate 
author  of  the  elegant  Spencerian  System  of  Penmanship, 
we  are  able  to  furnish  you  the  following  finely  engraved 
letter  as  a  model  of  form  and  arrangement. 

We  hope  you  will  study  it  carefully,  and  scarcely  rest 
satisfied  with  your  efforts  until  you  are  able  to  very  closely 
imitate  it. 


IW  LESSONS  IN  LANGUAGE. 

QUESTIONS. 

1.  What  is  wntten  on  the  first  line  ? 

2.  On  which  part  of  the  first  line  are  these  words  written  ?  Thoft 
words  taken  together  form  the  date. 

3.  What  do  you  find  in  the  date  "?  The  name  of  the  city  or  town, 
the  name  of  the  month,  the  day  of  the  month  and  the  year. 

When  the  place  is  not  well  known,  the  name  of  the  State  should  be 
included  also. 

4.  What  do  you  find  between  the  name  of  the  city  and  the  name  of 
the  month  ? 

5.  What  do  you  see  between  the  day  of  the  month  and  the  numbei 
of  the  year  ? 

6.  What  is  placed  at  the  close  1 

7.  What  would  this  date  say  if  it  were  written  out  in  full?  It 
would  say :  This  letter  was  written  at  New  York,  on  the  first  day  of 
February,  in  the  year  eighteen  hundred  and  seventy-one. 

8.  Copy  this  date  correctly,  and  in  the  right  place,  on  your  slates. 

9.  Date  a  letter  from  Chicago,  the  ninth  day  of  October,  in  the  yoar 
eighteen  hundred  and  seventy-one.     Copy  the  date  in  your  books. 


LESSON  XCV. 

A    LETTER. 

1.  In  the  letter  in  last  lesson,  what  words  follow  the  date?     Wt 
call  the  words,  "  Mi/  dear  Mother,"  the  introduction. 

2.  Where  is  the  introduction  written"?     The  introduction  is  written 
at  the  left  end  of  the  line  below  that  on  which  the  date  is  written. 

3.  How  many  capital  letters  do  you  find  in  it  ? 

4.  What  mark  follows  the  introduction  ? 

5.  Are  the  introductions  to  all  letters  the  same  ?     They  are  not,  but 
the  above  is  one  frequently  used. 

6.  Mention  some  other  forms  of  introduction.     Dear  Sir,  Ilespcctei] 
Sir,  Gentlemen,  Friend  John,  Kind  Friend,  etc. 


i^^rJd-   -^^^^   ^e-M^   ^^^^^'/v 


^) 


i4^^uc//y7-^ 


y/ 


^^^ 


-/^^ 


yytyyi-e^^ 


-O-^i  /^^/'^^^    dty^ 


VmM: 


y 


^^^''^-; 


^He^^. 


-~1 


n 


a  .^^1 


i"  \^"  I 


s.X*0 


LESSONS   IN  LANGUAGE.  107 

7.  How  many  parts  have  been  mentioned  as  belonging  to  a  letter  ? 
Two  parts  of  a  letter  have  been  mentioned,  the  date  and  the  introduc- 
tion. 

8.  Write  upon  your  slate  the  date  you  copied  in  your  last  lesson, 
and  then  write  proper  forms  of  introduction  for  a  letter  to  your  sister. 

9.  Read  what  follows  the  introduction  in  the  letter,  litis  part  wc 
call  the  body  of  the  letter. 

10.  "Where  does  the  body  of  the  letter  begin?  The  body  of  the 
letter  begins  on  the  line  below  the  introduction,  and  a  very  little  u> 
the  right  of  it. 

11.  Write  a  short  letter  to  your  sister.  Copy  the  introduction  and 
body. 


LESSON  XCVI. 

A    LETTER. 

1 .  What  words  follow  the  body  of  your  letter  1    This  part  we  call 
the  close,  since  it  finishes  the  letter.  ♦ 

2.  Do  all  letters  close  in  the  same  way  **    All  letters  do  not  close  in 
the  same  way. 

3.  Mention   some  forms   that  are  commonly  used.     Yours,  Your^ 
truly.  Yours  affectionately,  Yours  fraternally.  Yours  with  love,  etc. 

4.  With  what  kind  of  letter  does  the  close  begin  ? 

5.  What  pause  do  you  see  between  the  close  and  the  signature  ? 

6.  Where  is  the  close  written?     The  close  is  written  on  the  next 
line  below  the  body. 

7.  Where  is  the  signature  written  ?     The  signature  is  written  on  the 
line  below  the  close,  and  a  little  to  the  right. 

8.  Correct  the  following.     Tell  what  part  of  the  letter  each  is. 

new  Orleans  May  4  1 850 
my  Dear  cousin 

ever  your  friend  jane  Howe. 

9.  Copy  the  model  letter,  page  105,  in  your  blank-book. 


108  LESSONS  IN   LANGUAGE. 


LESSON  XCVII. 

A     LETTER. 

1 .  Read  what  you  find  below  and  to  the  left  of  the  signature. 
This  part  we  call  the  addreSS. 

2.  What  is  written  in  the  address?  In  the  address  are  written  the 
name  of  the  person  to  whom  the  letter  is  about  to  be  sent,  and  the 
name  of  the  city  and  State  in  which  he  lives.  It  may  also  include  tbo 
name  of  the  street  and  number  of  the  house. 

3.  What  is  written  in  the  first  line  of  the  address  ? 

4.  Where  is  this  first  line  written  ? 

5.  What  do  you  see  in  the  second  line? 
G.  Notice  how  it  is  punctuated. 

7.  What  do  you  notice  at  the  close  of  all  abbreviations  '* 

8.  What  mark  follows  the  name? 

9.  What  after  the  name  of  the  city  ? 

10.  What  at  the  close? 

11.  Address  the  letter  you  have  writ tijn  in  your  books  to  Ilonry 
Gibson,  No.  243  Ohio  St.,  Des  Moines,  Iowa. 

12.  Correct  the  following  address  : 

mary  jones  54  Bond  st  N.  Y. 

13.  How  many  parts  of  a  letter  have  we  had  ? 

14.  Name  them. 

L  The  date,  4.  The  close, 

2.  The  introduction,         5.  The  address. 

3.  The  body, 

Note.  — Unvarying  models  or  directions  for  letter-writing  cannot  be  given.  Dif- 
ferent circumstances  admit  a  variation  of  ordinary  forms  of  introduction  and  close. 
The  punctuation  employed  by  good  letter-writers  is  not  always  uniform.  We  only 
propose  here  to  give  some  forms  that  are  proper  under  ordinary  circumstances. 

Wlien  the  introduction  consists  of  a  single  expression,  as,  My  dear  Mother,  it  ia 
generally  followed  by  a  colon;  but  when  it  consists  of  two,  as,  John  Smith,  Esq. 
Dear  Sir ;  a  comma  follows  the  first  one,  and  a  colon  the  second  one. 

Bu.••ine^s  men  admire  short,  pointed,  clear  and  respectful  letters,  confined  to  fho 
subject.  They  have  neither  time  nor  inclination  to  read  about  the  state  of  thj 
weather  or  other  matters  foreign  to  the  one  under  consideration.  These  letters 
should  be  written  with  great  care,  so  as  to  admit  of  but  one  meaning.  A  want  ol 
care  has  often  produced  ludicrous  blunders  and  serious  results.  An  order  for  two 
pounds  of  paint,  as  a  sample,  was  filled  by  sending  two  barrels. 


LESSONS   IN   LANGUAGE.  109 

LESSON  XCVIII. 

BUSINESS    LETTER. 

Chicago,  July  1,  1871. 

Alex.  McNie,  Esq., 

Winona,  Minn., 

Dear  Sir : 

Yours  truly, 

Hadley  Brothers. 

QUESTIONS. 

1.  To  whom  is  this  letter  addressed  ? 

2.  Where  is  the  address  written  1 

3.  Where  was  it  written  in  the  preceding  letter  ? 

4.  Is  tliere  any  difference  in  the  manner  of  writing  the  dates  in  the 
two  letters  1 

5.  Is  there  any  in  the  manner  of  writing  the  close  and  the  signa- 
ture ? 

6.  Then  wherein  does  the  only  difference  consist  ? 

The  form  of  commencement  of  this  lesson,  is  a  common  form  for 
business  letters.  The  form  given  before  is  a  common  form  for  letters 
of  friendship. 

7.  Write  the  date,  introduction,  address,  close  and  signature  of  3 
husiness  letter. 

8.  Of  a  letter  of  friendship. 

9.  Put  proper  marks  in  the  following 

CiiTCAGO  June  27  1871 
riiJA  C  Shortridge 

Indianapolis  Ind 

Dear  Sir 

******* 

Very  respectfully  yours 

Thomas  Charles 


110  LESSONS   IN   LANGUAGE. 

LESSON  XCIX. 

A    LETTER. 

1.  At  this  point,  is  your  letter  ready  for  the  Post  Office  1 

2.  What  is  the  next  thing  to  do  in  order  to  prepare  the  letter  fm 
the  mail  1    It  must  be  folded. 

3.  How  do  you  fold  a  letter  1  If  it  is  note  paper,  and  of  the  wi^lth 
of  the  envelope,  fold  the  lower  third  up  and  the  upper  down.  (Tlie 
teacher  can  easily  show  the  child.) 

4  What  do  you  do  after  the  letter  is  folded  ?  After  it  is  folded,  wc 
put  the  letter  into  the  envelope,  and  seal  the  envelope. 

5.  Now  that  the  envelope  is  sealed,  what  next  1 

That  which  we  write  on  the  outside^  we  call  superscription. 

6.  How  does  the  superscription  on  the  outside  differ  from  the 
address  ^^^thin  ? 

7.  What  is  the  sixth  part  of  a  letter  ? 

8.  Name  all  the  parts  of  a  letter. 

1.  The  date,  4.  The  close,- 

2.  The  introduction,  5.  The  address, 

3.  The  body,  6.  The  superscription. 
See  the  superscription  on  page  106. 

9.  Where  should  the  superscription  be  written  ?  The  super!?crii)tion 
should  be  written  as  in  the  model. 

10.  What  marks  should  be  used  with  it?  The  same  marks  should 
be  used  in  the  superscription  that  were  used  in  the  address. 

11.  Draw  an  envelope,  and  write  the  superscription  of  your  letter  in 
your  book. 

12.  But  still  your  letter  is  not  ready  for  the  Post  Office  ?  Who  can 
tell  what  else  it  needs  ? 

13.  Who  can  tell  where  the  stamp  should  be  placed  ?  The  stamp 
should  be  placed  near  the  upper  right-hand  corner. 

14.  Who  can  tell  why  it  should  be  placed  there  1  Because  it  is 
more  convenient  for  the  post-man  to  look  over  the  letters  when  the 
gtamps  are  all  in  the  same  place. 

15.  Mark  the  place  for  the  stamp  on  your  letter,  in  your  book. 
Again,  we  say  to  teacher  and  pupil,  be  patient.     Practice 

letter-writing,  as  a  daily  exercise,  until  each  pupil  can  write 


LESSONS   IN   LANGUAGE.  Ill 

Aiid  arrange    a   beautiful   and  correct   letter.     Once    well 
learned,  it  becomes  a  treasure  for  use  during  a  life-time. 


LESSON  C. 

A     LETTER. 

1    Write  the  following  correctly.     Name  the  parts. 

Peoria  ill  jan  5  1868  dear  mary  i  received  your  letter  i 
y;eek  ago  and  intended  to  answer  immediately.  But  then 
were  five  hundred  and  one  things  to  claim  my  time  and  at- 
tention so  that  I  beg  you  to  blame  the  five  hundred  and  one 
things  and  not  me.  The  weather  with  us  is  cold  and  we 
begin  to  think  winter  has  come  in  earnest.  In  haste  voui 
fj'iend  John.     Mary  smith  pittsburg  penn. 


LESSON  CL 

A     LETTER. 

Write  a  neat  letter  to  your  teacher. 


LESSON    GIL 

NOTE    OF     INVITATION. 


fS^iu/  3j  a^  ^  o'e/om. 


112  LESSONS  IN  LANGUAGE. 

1 .  Head  the  heading. 

2.  By  whom  was  the  above  written  ? 

3.  Is  there  a  signature  1 

4.  How  do  you  know  that  it  was  written  by  Mrs.  Jones  1 

5.  For  what  purpose  was  the  note  written  1 

Because  it  was  written  to  invite  Aliss  Brown  to  tea,  we  call  it  2  note  0/ 

invitation. 

6.  Where  is  the  date  written  1 

7.  Of  what  does  the  date  consist  ? 

8.  Why  is  there  no  signature  ? 

9.  In  the  expression  o'clock,  what  do  you  call  the  character  betwet^-n 
0  and  c  1 

10.  Where  should  an  apostrophe  be  used  ? 

11.  Is  it  used  here  to  denote  an  omission  or  the  possessive  case  ? 
The  expression  is  of  the  clock,  so  that /and  the  have  been  omitted  A 
note  of  invitation  should  be  written  across  the  middle  of  the  page. 

12.  Write  your  teacher  an  invitation  to  Thanksgiving  dinner. 


LESSON    CIIL 

NOTE    OF    ACCEPTANCK. 

^^w^   ^iow?t  acee/z^  ^i^im  A/eaMk 


NOTE    OF    REGRET. 


LESSONS  IN  LANGUAGE.  113 

Aei?mt  me   /i/eamie  o/nei  acce/itm^  me 
4mc/  mm^a^mt  ^    WeaneMa^  ez^e?tma, 

QUESTIONS. 

1  Read  the  two  notes  above. 

2.  What  is  the  difference  between  them  1 

3.  What  is  the  first  called  1 

4.  What  is  the  second  called  ? 

5.  Where  is  the  date  written  in  each  ? 

6.  Is  there  a  signature  1 

Notes  of  acceptance  or  regret,  like  those  of  invitation,  should   be 
written  across  the  middle  of  the  page. 

7.  Write  a  note  of  invitation,  a  note  of  acceptance,  and  a  note  of 
regret. 


LESSON   CIV. 

A   PROMISSORY   NOTE. 

S800.00.  New  York,  Aug.  4,  1869. 

Six  months  from  date,  for  value  received,  I  promise  tc 
I)ay  to  the  order  of  John  Jones,  eight  Imndred  dollars,  with 
interest. 

William  Field. 

questions. 

1.  Of  how  many  parts  does  the  above  note  consist? 

2.  Where  is  the  date  written  1 

3.  How  many  times  is  the  amount  written  ? 

4.  Where  is  it  first  written  1 

5.  ITow  is  it  ^vritten  there? 


114  LESSONS  IN  LANGUAGE. 

G.   What  follows  the  amount  written  in  figures  ? 

7.  How  is  the  amount  written  in  the  body  of  the  note  ? 

8.  What  does  "six  months  from  date"  mean?  It  means  that  in 
six  months  from  the  time  the  note  was  dated,  the  amount  must  be 
paid. 

9.  What  does  "  for  value  received "  mean  ?  It  means  that  Wm. 
Fit-Id  acknowledges  that  he  has  received  the  value  of  the  $800. 

The  above  is  a  promissory  note,  and  is  such  a  writing  as  you 
v/ould  give  to  any  person  whom  you  owe  and  promise  to  pay  in  six 
months. 

10.  Write  a  promissory  note  for  $325.25,  due  in  ninety  days 


LESSON  CV. 

RECEIPT. 

$800.00.  New  York.  Feb.  4,  1870. 

Received  from  John  Jones  eight  hundred  dollars,  in  full 
of  account  to  date. 

Robert  Smith. 

QUESTIONS. 

1.  Examine  the  above  receipt. 

2.  Of  how  many  parts  does  it  consist? 

3.  What  part  is  omitted  that  was  used  in  the  promissory  note  ? 

4.  Where  is  the  date  written? 

5.  How  many  times  is  the  amount  expressed  ? 

6.  How  is  it  expressed,  then  ? 

7.  What  does  "  in  full  of  account "  mean  ?  In  fall  of  account  meand 
t  hat  John  Jones  pays  Robert  Smith  all  that  he  owes  him. 

The  above  is  called  a  receipt,  and  is  such  a  writing  as  you  would 
give  a  person  of  whom  you  had  received  money,  in  payment  of  all  he 
owed  vou. 


LESSONS   IN   LANGUAGK.  1!5 

LESSON   CVL 

ADVERTISEMENT. 


/^  ^/aJi^c^t  ^^e,j    S^ew   ^^/ 


^^t^tiuc^ch^2J   aimn  m  a//  me    y^?ta. 


man. 


QUESTIONS. 

'    1.  Copy  the  above. 

2.  What  is  the  name  at  the  head  \ 

3.  Of  what  is  it  an  advertisement? 

4.  How  many  periods, do  you  see  in  the  text? 

5.  What  mark  should  be  used    after  Ave  because  it  is  an  abbrovia 
lion? 

6.  Wliat  should  be  used  because  it  is  the  close  of  a  sentence  ? 

7.  Are  there  two  periods  ? 

8.  Then  when  an  abbreviation  ends  a  sentence,  how  many  periodh 
are  used  "^ 


116  LESSONS   IN   LANGUAGE. 

9.  Wlierc  do  you  sec  commas  ? 

10.  Read  the  first  three  words. 

Thjese  words  arc  placed  first  because  they  arc  the  most  important 
In  writing  advertisements,  we  generally  place  the  most  important  word 
or  words  first. 

It.  Are  any  words  used  that  could  conveniently  be  omittetl? 

Ill  writing  advertisements,  use  as  few  words  as  possible. 

12.  What  do  you  observe  under  the  words  •'  School  for  Boys.*' 

1 3.  How  many  marks  do  you  observe  ? 

14.  How  many  marks  do  you  observe  under  the  words  in  the  next 
line  1 

15.  Why  do  you  place  those  marks  there?     Ask  your  teacher. 
This  is  the  way  the  above  will  appear  when  put  in  ])rint. 

SCHOOL  FOR  BOYS. 

15  Madison  Aye.,  Nkw  York. 

lustriictions  given  in  all  the  English  branches,  Latin, 
Greek  and  German. 

For  Circulars  containing  Terms,  etc., 
Address 

Prof.  Robkrt  Seeley, 

15  Madison  Ave. 

16.  Write  an  advertisement  of  a  Yuun<:]r  Ladies'  Institute. 


LESSON  CVIL 

ADVERTISEMENTS. 

To  Let  —  Two  very  desirable  Stores  and  Houses,  Nos. 
13  and  45  Elm  st.     Apply  to  W.  Smith,  5  King  st. 

Wanted  —  A  First  Class  Cook,  at  15  Cherry  st.    None 
other  need  apply. 


LESSONS   IN   LANGUAGE.  117 

Wanted  —  I^upils  in  Drawing,  by  an  Artist.  Terms 
$15  per  quarter.  Address  TEACHER,  17  Beekman  st. 
New  York. 

QUKSTIONS. 

1.  Copy  the  above  as  they  should  be  written  for  the  printer. 

2.  Write  an  advertisement  of  a  house  to  let. 

3.  Write  an  advertisement  of  a  gardener  wanted. 

4.  AVrite  an  advertisement  of  pupils  wanted  by  a  musie  teacher. 
Alark  these  in  such  a  manner  that  the  printer  will  know  how  you 

VvHsh  them  set. 
This  is  a  useful  exercise,  and  may  be  extended  at  pleasure. 


To  THE  Teacher.  —  For  the  next  step  in  the  course,  a 
very  common  exercise  may  be  adopted.  Having  selected  a 
familiar  topic,  the  teacher  proceeds  to  ask  suggestive  ques- 
tions upon  it.  The  answer  to  such  questions  will  be  writ- 
ten, instead  of  oral.  After  careful  examination  and  criti- 
cism, such  answers  will  be  properly  grouped  and  copied 
into  the  blank-book. 


LESSON  cvin. 

KAIN. 

1 .  What  is  rain  ?  •  < 

2.  Where  docs  the  water  come  from  ? 

3.  IIow  does  it  reach  the  clouds  ? 

4.  What  is  the  express  train  that  carries  the  water  fjom 
llie  ocean  to  the  sky  ? 

5.  In  what  form  is  it  carried  ? 

C).  What  is  the  first  account  we  have  of  rain  ? 


118  LESSONS   IN   LANGUAGE. 

7.  lb  dial  account  favoral)le  or  not? 

8.  In  what  way  is  rain  useful  ? 

Let  the  teacher  continue  questions  and  pupils  write   answers  on  theit 
slates. 

Tlie  answers  to  the  foregoing  questions,  properly  grouped 
and  arranged,  form  something  like  the  following: 


Wc  call  drops  of  water,  that  descend  from  above,  rain.  These 
drops  fall  from  the  clouds,  but  for  fear  you  may  ask  me  how  the 
water  reaches  the  clouds,  I  will  add  that  the  atmosphere  is  the 
through  express  train  that  carries  the  water  from  the  ocean  or  other 
body  of  water  to  the  sky.  It  does  not,  however,  ascend  in  the  form 
of  water.  The  sun  breathes  ujmn  it  gently  and  converts  it  into  vapor, 
which  is  borne  above,  and  forms  clouds. 

The  first  mention  we  have  of  rain  is  the  account  of  the  flood.  This 
account  is  very  unfavorable  indeed,  and  we  are  almost  inclined  to  dis- 
like rain  for  the  mischief  it  did  then. 

Rain  is  very  useful.  It  makes  the  trees,  and  jdants  and  flowers 
i^row;  it  cools  the  air  on  a  hot  summer's  day,  and  seems  to  revive  ns, 
as  well  as  Dame  Nature  herself. 


LESSON  CIX. 

KAIN —  Continued. 

L  Are  there  any  places  in  the  wol'ld  where  rain   never 
falls  ? 

2.  What  do  the  people  dwelling  in  those  regions  do  for 
water  ? 

3.  You  have  said  rain  is  useful ;  is  it  ever  injurious  ? 

4.  In  what  portion  of  the  world  does  the  greatest  amount 
of  rain  fall  ? 


LKSSOXS   IN   LANGUAGE.  \\U 

5.  Where  does  tlie  least  (|iuuitity  fall  ? 
G.  When  is  rahi  most  refreshing  to  you  ? 

7.  Are  you  fond  of  rainy  days  ? 

8.  What  is  your  favorite  employment  when  it  is  too  wet 
to  venture  out  doors  ? 

9.  Suppose  two  drops  of  water,  having  descended  side  by 
side,  and  falling  on  the  water-shed  in  Minnesota,  should  be 
sepai'ated,  one  seeking  the  ocean  by  the  lakes,  the  other  by 
the  Mississipi)i,  what  do  you  think  they  would  say  to  each 
other  if  they  should  meet  in  the  ocean  ? 


LESSON  ex. 

CLOCKS. 

1.  Why  are  clocks  so  called?     Because  the  first  clock 
seemed  to  cluck  like  a  hen. 

2.  Describe  a  clock. 

3.  Wlien  were  clocks  invented? 

4.  Wy  whom  were  they  invented? 
0.  Are  clocks  useful  ? 

G.  For  what  are  they  used  ? 

7.  Were  the  first  clocks   made  anything  like  those   wo 
have  now  ? 

8.  What  were  used  before  clocks  were  invented,  to  de 
note  time? 

9    Where  is  the  largest  number  made  ? 

10.  W^here  is  the  most  noted  clock  in  the  worhl  ? 

1 1 .  Tell  all  that  is  wonderful  about  it. 

1 2.  W^hat  does  a  clock  say  to  you  ? 

13.  Can  you  make  a  clock  say  what  you  are  thinking  of? 


120  LESSONS   IN   LANGUAGE. 

14.  Have  you  ever  seen  or  lieanl  of  EstelFs  celebrai<Mi 
Programme  Clock  for  Schools  ? 

1 .5.  IIow  does  it  differ  from  others  ? 


LESSDN  CXI. 

snoKS. 

1.  Of  what  are  shoes  made  ? 

2.  Are  all  §hoes  made  of  the  same  material  ? 

3.  Describe  a  shoe. 

4.  What  were  worn  before  shoes  were  known  ? 

5.  Are  shoes  subject  to  the  changes  of  fashion  ? 

6.  Tell  some  change  that  you  know. 

7.  Of  what  use  are  shoes  ? 

8.  Did  you  ever  hear  of  another  use  for  them  ? 

9.  Tell  the  story  of  the  "  Old  Woman  who  lived  in  a 
Shoe." 


LESSON  CXII. 

BALLS. 

1.  What  is  the  shape  of  a  ball  ? 

2.  Mention  some  other  things  that  are  round. 

3.  Are  they  exactly  the  same  shape  as  a  ball  ? 

4.  What  is  the  shape  of  a  ring  ? 

5.  Is  a  ring  like  a  ball  ? 

6.  Tell  the  difference. 

7.  How  many  varieties  of  balls  do  you  know  ? 

8.  Which  kind  is  most  useful  ? 

9.  Are  balls  generally  useful  ? 

10.  Upon  what  do  you  and  everybody  else  live  ? 


LESSONS   IN   LANGUAGE.  121 

1 1 .  Wliat  is  its  shape  ? 

12.  Is  not    that    really   the   most  useful    ball    tliat  you 
know  ? 

13.  Wliy  is  it  most  useful? 

14.  Which  ball  is  a  greater  favorite  than  all  others  ? 

15.  Why? 

1 G.  How  are  balls  made  ? 

17.  By  whom  are  they  made? 

18.  Which  is  the  oldest  ball  in  existence  ? 

19.  If  it  could  speak  what  do  you  think  it  would  say  ? 


lp:sson  cxiii. 

THE     RAINBOAV. 

1.  When  the  sun  shines  after  a  rain,  what  may  be  sc*or> 
in  the  sky  ? 

2.  Describe  the  rainbow  as  it  appears  to  you. 
S.  What  colors  may  be  seen  ? 

4.  What  word  do  the  initial  letters  spell  ? 

5.  When  only  is  the  rainbow  seen  ? 

6.  What  causes  the  rainbow  ? 

7.  What  is  its  shape  ? 

8.  Can  you  tell  why  it  is  circular  ? 

9.  When  was  the  first  rainbow  seen  ? 

10.  Do  you  suppose    there   was  a  rainbow  before    the 
flood? 

1 1.  Give  your  reasons  for  thinking  as  you  do. 

12.  At  what  time  in  the  day  does  the  rainbow  appear  ? 

13.  Did  you  ever  see  one  at  noon  ? 

14.  What  proverb  is  there  about  a  rainbow  in  the  even- 
in  or  or  in  the  morninfj  ? 


122  LESSONS  IN  LANGUAGE. 

15.  Are  rainbows  only  seen  after  a  rain  ? 

IG.  Did  you  ever  see  steam  or  mist  upon  wliicli  the  sun 
was  shining? 

At  Niagara  Falls,  when  the  sun  is  shining,  you  can 
scarcely  look  without  seeing  a  rainbow.     Why  is  this  so  ? 

17.  Is  the  light  of  the  moon  powerful  enough  to  produce 
a  ]k)w  ? 

1 8.  What  is  such  a  bow  called  ? 

19.  What  is  the  old  story  about  the  treasure  to  be  found 
11  the  end  of  the  rainbow  ? 

20.  Did  you  ever  search  for  it  ? 

21.  Of  what  should  the  rainbow  always  remind  us? 


LESSON   CXIV. 

A  RIDE  TO  tup:   country. 

1.  When  did  you  leave  home? 

2.  What  sort  of  day  was  it  ? 
»>.  Who  went  with  you  ? 

4.  What  did  you  see  on  the  way  ? 

r>.  Which  was  the  most  beautiful  place  you  passed  ? 

G.  How  far  did  you  ride  before  you  came  to  your  journey's 
end  ? 

7.  Where  did  you  stop  ? 

8.  How  long  did  you  stay  there  ? 

9.  Were  you  pleased  with  the  place  ? 

10.  Did  the    ride  home  seem  as  pleasant  as  the   ride 
Uiore  ? 

1 1 .  What  time  did  you  reach  home  ? 

12.  What  did  you  wish  when  you  arrived  at  home,  and 
aa^v  the  carriage  taken  away  ? 


LESSONS   IN   LANGUAGE.  123 


A    RIDE     TO    THE    COUNTIIY. 


We  left  home  at  3  o'clock  on  a  pleasant  afternoon  in  May.  \Vc 
/neans  Father,  Mother,  Baby  Nellie  and  myself.  The  weather  was 
delightful.  The  trees  had  put  on  their  best  green  dresses  for  the 
occasion,  and  the  sky  was  as  clear  and  cloudless  as  on  those  matchless 
ilays  in  June.  After  a  ride  of  a  few  minutes,  we  had  left  the  city  and 
our  home  beliind  us,  and  were  enjoying  the  green  fields  and  the  glad 
songs  of  the  birds.  There  were  many  odd  things  to  see  along  the 
way,  and  we  were  quite  merry  at  the  expense  of  persons  whom  we  did 
not  know.  A  small  house  with  a  projecting  roof,  reminded  mother  of 
a  little  boy  who  had  on  his  father's  hat,  while  the  rickety  steeple  of  a 
dilapidated  church  made  father  think  of  a  man  who  had  lost  his  front 
teeth'  and  had  not  yet  been  to  the  dentist's  to  get  new  ones.  Besides 
these  funny  things,  wo  saw  many  spots  to  which  Nature  had  been 
very  kind.  One  I  remember,  where  she  had  planted  wide-spreading 
elms,  and  then  trained  delicate  vines  over  the  rough  bark,  that  nothing 
unsightly  might  be  visible.  A  lover  of  hers,  admiring  the  spot  which 
she  had  so  tenderly  remembered,  had  placed  a  little  white  cottage  in 
the  shade  of  those  friendly  trees.  So  tiny  and  so  cosy  it  looked,  that 
it  seemed  almost  like  a  bird's  house,  and  I  thought  surely  its  inhab- 
itants must  be  happy.  I  said:  "  When  I  am  a  man,  I  will  have  just 
such  a  house  for  myself,  if  I  can  find  just  such  a  place  in  which  to 
build  it.'*  We  rode  eight  miles,  and  then  alighted  at  the  hotel  in  a 
small  village.  Here  wc  had  tea,  to  the  great  delight  of  Baby  Nellie, 
who  was  not  very  often  permitted  the  great  privilege  of  taking  tea 
away  from  home.  The  village  seemed  pleasant,  and  I  said  it  would 
be  nice  to  stay  there  all  the  time.  But  father  did  not  agree  with  mo. 
After  an  hour's  rest,  we  started  for  home.  It  was  now  near  evening. 
Things  seemed  changed.  There  were  more  people  in  the  road  than 
when  we  went.  I  suppose  it  was  because  the  day's  work  was  done, 
and  they  were  going  home  to  supper  and  to  rest.  We  reached  home 
about  e'ght  o'clock  in  the  evening.  Baby  was  tired,  and  mother  said 
she  Avas  glad  to  be  there  again  ;  but  I  could  not  help  thinking,  as  the 
carriage  was  taken  from  the  door,  what  a  nice  thing  it  would  be  to 
ride  always,  forever  to  ride. 


124  LKSSONS   IN   LANGUAGK. 

LESSON    CXV. 

A    HIDE    IN    A     STUKET-CAll. 

1 .  Where  did  you  take  the  car  ? 

2.  Who  were  in  it  when  you  stepped  iu? 

3.  Where  do  you  think  they  were  going? 

4.  What  other  persons  patronized  the  street-car  ? 

5.  Do  you  think  tliey  came  because  you  were  there  ? 

6.  What  amusing  things  happened  ? 

7.  What  sad  things  occurred  ? 

8.  What  did  the  conductor  say  to  you  when  he  came  to 
collect  the  fare  ? 

9.  Was  he  cross  or  pleasant  ? 

10.  Where  did  you  alight? 

11.  What  do  you  think  of  street-cars  ? 

12.  Do  you  think  they  ought  to  run  on  Sunday  ? 


LESSON   CXVI. 

A   JOURNEY    TO     BOSTON. 

Laying  aside  the  questions,  write  a  description  of  a  jour- 
ney to  Boston,  with  regard  to  the  following  heads  : 

1 .  Object  of  the  journey. 

2    What  route  was  determined  upon. 

3.  AYhen  and  how  did  you  leave  home. 

4.  The  nature  of  the  country. 

5.  Impressions  of  the  city. 

G.  What  you  saw  in  the  city. 

In  place  of  Boston,  you  may  substitute  any  place  nioie 
Qimiliar. 


LESSONS   IN  LANGUAGE.  125 

LESSON   CXVII. 

A   JOURNKY   TO    RUSSIAN    AMERICA. 

1.  Object  of  journey.  4.  An  account  of  R.  A. 

2.  Route  taken.  5.  Description  of  peopK-. 

3.  Description  of  journey.         G.  The  owners  of  R.  A. 


LESSON  CXVJIL 

SUBJECTS. 

L  A  Walk  to  School. 

2.  A  Journey  down  the  IMississippi. 

3.  A  Visit  to  Niagara. 

4.  A  Journey  around  the  World. 

5.  A  Visit  to  Mammoth  Cave. 

6.  A  Visit  to  Mt.  AVashington. 

This   may  constitute  one  lesson   or   several,  as  the  teacher  mckj 

prefer. 

— « — 

LESSON  CXIX. 

A  mVETl. 

Sec  picture,  page  86. 
PLAN. 

1.  Sources  of  a  river.  5.  Small  rivers. 

2.  Channel  of  a  river.  6.  The  use  of  rivers. 

3.  Mouth  of  a  river.  7.  The  beauty  of  riveru 

4.  Largest  river  in  the  world. 

.  SoDRCES  OF  A  RiYER.  The  sourccs  of  a  river  are  various.  Some 
of  them  have  a  beginning  in  a  Httle  spring  on  a  mountain,  where  the 
indication  of  their  presence  is  the  peculiar  brightness  of  the  green 
around  them.     Some  rivers  are  the  outlets  of  lakes,  and  so  the  lakes 


12G  LESSONS   IN   LANGUAGE. 

become  the  source.     Otiier   rivers  spring  from   the  union  of  rivTikts, 
and  then  we  say  they  are  formed  by  the  junction  of  two  streams. 

2.  Channel  of  a  river.  Travelling  from  the  source  of  a  river,  we 
ooon  find  that  it  becomes  wider  and  wider,  and  that  it  is  not  so  easy 
to  see  the  bottom  as  it  was  when  we  started.  The  part  of  a  river 
included  between  tlie  land  on  each  side,  we  call  the  channel,  and  the 
oottom,  that  finally  becomes  invisible,  we  call  the  bed  of  the  river 

3     MoL'TII  OF  A  RIVER,  CtC. 


lp:sson  cxx. 

PLAN. 

1.  Parts. 

2.  How  and  by  whom  made. 

3.  Description. 

4.  Use. 

5.  What  people  did  before  tlie  invention  was  made. 

6.  Stories,  quotations,  etc. 

After  the  preceding  plan,  let  the  pupil  write  a  composi- 
tion upon  each  of  the  following  subjects  : 

1.  A  Railroad.  4.  A  Ship.  7.  A  Clock. 

2.  A  Canal.  5.  A  Bridge.        8.  A  Bell. 

3.  The  Telegraph.     6.  A  Watch.        9.  A  Broom. 


LKSSON   CXXJ. 

Let  the  pupil  write  a  composition  upon  each  of  the  fol- 
lowing subjects,  making  his  own  plan : 

1    A  Knife.  3.  A  Swing.  5.  A  Pen. 

2.   A  Drum.  4.  A  Hoop.  6.  A  Book. 


LESSONS   IN   LANGUAGE.  127 


LESSON   CXXll. 

THE     ELErriAXT. 

1.  Shape,  color,  general  appearance. 

2.  How  found,  singly  or  in  groups. 

3.  What  they  eat  in  a  native  state. 

4.  Are  they  wild  or  tame  ? 

5.  In  what  country  are  tliey  found  ? 
G.  Are  they  useful  or  injurious? 

7.  Stories. 


LESSON   CXXIIL 

After  the  preceding  plan,  let  the  pupil  write  upon  each  of 
the  following  subjects  : 

L  A  Cow.  4.  A  Hen.  7.  The  Rat. 

2.  A  Hog.  5.  A  Cat.  8.  The  Spider. 

3.  A  Horse.  6.  A  Do<?.  9.  Tlie  Butterfly 


LESSON   CXXIV. 

GAME    OF    TWENTY    QUESTIONS. 

There  is  a  very  pleasing  and  amusing  way  to  draw  out 
children  on  certain  subjects,  called  the  "  Game  of  Twenty 
Questions."  We  will  introduce  it  here,  since  it  is  not  well 
known  to  all  teachers.  The  teacher  says  to  the  puj)il,  "  I 
am  thinking  of  something  about  which  you  may  ask  mo 
twenty  questions.  If,  at  the  end  of  twenty  questions,  you 
cannot  guess  what  is  in  my  mind,  T  will  tell  you,  and  you 
must  write  a  composition  about  it." 


128  LESSONS  IN   LANGUAGE. 

QL'HSTIONS. 

1.  li  it  an  animal  ?     It  is  not  an  animal. 

2.  Is  it  a  vegetable  ?     It  is  not  a  vegetable. 
3    Is  it  a  mineral  ?    It  is  not  a  mineral. 

4.  Is  it  a  solid  ?    It  is  not  a  solid. 
.').  Is  it  a  liquid  ?     It  is  a  liquid. 

li.  Of  what  color  is  it?    It  varies  in  color.     Sometimes  it  is  pure 
A  liite,  and  sometimes  it  is  yellowish. 

7.  Is  it  transparent?     It  is  not  transparent. 

8.  For  what  is  it  used  ?  It  is  used  for  many  purposes,  so  many  tl  at 
I  cannot  tell  all  of  them.  I  think  it  is  principally  used  in  cooking 
Animals  as  well  as  man  eat  it. 

9.  How  would  heat  affect  it?  Heat  would  j)robably  make  it  thickiT 
than  it  usually  exists. 

10.  What  effect  would  cold  have  upon  it?  Cold  would  freeze 
it. 

1 1.  Where  is  it  found  ?  It  is  not  found,  but  may  be  made  in  almost 
all  parts  of  the  world. 

12.  Who  make  it?  It  is  made  by  men  and  women,  and  sometimes 
by  children. 

13.  How  is  it  made?  It  is  made  in  many  different  ways,  but  the 
principal  thing  necessary  is  to  keep  it  in  motion. 

14.  Where  do  people  keep  it?  Since  it  is  a  liquid,  it  must  be  kept 
in  a  vessel,  and  this  vessel  may  be  placed  almost  anywhere. 

15.  Will  it  keep  long  without  spoiling?  No,  it  should  be  used  im- 
mediately. 

IG.  Does  it  cost  much?    No,  it  costs  but  little. 

17.  How  is  it  sold?     It  is  sold  by  the  pint,  quart,  and  gallon. 

18.  Can  you  buy  it  at  the  stores  ?  Not  often,  you  must  go  where  it 
is  made. 

19.  Do  people  generally  like  it?  The  tastes  of  people  differ  in  this 
respect.     Many  like  it,  and  many  do  not  like  it. 

20.  Do  you  like  it?     I  like  it  very  much  indeed. 

Probably  before  this  time,  some  one  will  have  guessed 
that  you  are  thinking  of  ^' TJuttermilk  "     If  not,  when  tlie 


LKSSONS  IN  LANGUAGE.  V29 

Lvventieth  question  has  been  answered,  tell  them,  and  then 
require  each  pupil  to  write  a  comj)Osition  upon  this  subject. 
The  answer  given  above  will  give  a  composition  something 
like  the  following  : 

BUTTERMILK. 

Buttei-niilk  does  not  belong  to  the  animal,  vegetable,  or  mlnerid 
kingdom.  It  is  neither  a  mineral  nor  a  solid,  but  is  classed  with  the 
liriuids.  Sometimes  it  is  pure  white,  and  sometimes  it  is  of  a  yellowish 
hue.  Objects  cannot  be  seen  through  it,  so  it  is  not  transparent.  It 
is  used  for  so  many  purposes  that  I  cannot  tell  you  all.  Both  men  and 
animals  use  it  for  food.  Heat  would  make  it  thicker  than  it  is  usually 
found,  while  cold  would  freeze  it  as  quickly  as  it  does  many  liquids. 
Men,  women  and  children  assist  in  making  it.  It  is  made  in  different 
ways,  but  the  principal  object  is  to  keep  up  some  kind  of  motion  in  it. 
It  is  kept  in  vessels,  since  it  is  a  liquid,  and  these  vessels  may  be  kept 
almost  anywhere.  It  cannot  be  kept  long,  therefore  it  must  be  used 
almost  immediately.  It  is  not  expensive,  and  a  small  or  large  quan- 
tity may  be  bought.  It  cannot  often  be  purchased  at  the  stores,  but 
buyers  must  go  where  it  is  made.  People  generally  like  it,  and  I  am 
sure  I  like  it  very  much. 

The  teacher  can  give  another  similar  exercise. 


LESSON   CXXV. 

TROVERBS. 

Another  interesting  and  profitable  exercise  is,  to  give  a 
[)roverb,  and  have  the  children  write  the  meaning  in  their 
own  language.  Jf  you  give  th*  proverb,  "  Children  should 
be  seen  and  not  heard,"  you  will  get  in  return  something 
like  the  following : 

Those  persons  who  are  too  young  to  have  a  settled  opinion  of  theii 
own,  should,  in  the  presence  of  those  who  arc  older,  keep  silent,  and 
listen  to  what  their  elders  may  say. 


l'>0  LESSONS  IN   LANGUAGE. 

PROVERBS    FOR    EXERCISE. 

1.  The  nch  and  poor  meet  together:  the  Lord  is  the 
maker  of  them  all. 

2.  Train  up  a  child  in  the  way  he  should  go :  and  when 
he  is  old  he  will  not  depart  from  it. 

3.  A  soft  answer  turneth  away  wrath :  but  grievous  wordd 
Air  up  anger. 

— f— 

LESSON    CXXVL 

ILLUSTRATIONS. 

Another  pretty  and  quite  interesting  exercise  is  to  require 
the  children  to  write  an  illustration  of  some  subject.  The 
following  are  specimens  written  by  a  class  of  children  oi 
about  fourteen  years  of  age.  They  were  asked  to  write  an 
illustration  of  an  honest  school-boy. 

An  honest  school-boy  is  like  a  clock,  always  moving  forward  and 
never  losing  time. 

An  honest  school-boy  is  like  a  silver  bell,  lie  is  made  of  the  true 
metal  and  rings  the  true  sound. 

An  honest  school-boy  is  like  the  upward  arm  exercise,  always  mov- 
ing upward. 

An  illustration  of  truth  was  asked  for,  and  the  following 
was  received: 

Truth  is  like  a  ring,  it  has  neither  beginning  nor  end.     It  alwayj 
was  and  always  will  be. 
Tr'Uh  is  like  the  rain,  washing  from  our  conscience  all  the  bp.d 

Topics.  —  A  Clear  Conscience. 
A  Merry  Heart. 
A  Tried  Friend 


LESSONS  IN   LANGUAGE.  131 

LESSON   CXXVIL 

IMriJOMPTU    EXERCISES. 

To  THE  Teacher.  —  It  is  desirable  to  stimulate  rapidity 
jf  thought,  even  if  it  be  clone  at  some  sacrifice  of  accuracy. 

For  this  purpose  we  recommend  impromptu  writing. 
Suppose  your  class  is  before  you,  with  paper  and  pencil  in 
hand,  and  the  time  to  devote  to  the  exercise  is  thirty  min- 
utes. You  may  assign  a  topic  to  the  class  and  allow  fifteen 
minutes  for  writing,  and  fifteen  for  reading  the  various  pro- 
ductions. 

The  author  was  at  one  time  present  at  such  an  exercise, 
when  the  subject  assigned  was  A  Garden. 

The  following  is  one  of  the  compositions  produced  at  that 
exercise.  It  is  printed  here  without  the  slightest  correction, 
just  as  it  was  left  by  the  student  at  the  close  of  the  fifteen 
minutes. 

A     GARDEN. 

The  j^arden  of  which  I  think  first,  is,  of  course,  my  own.  I  cannot 
tell  you  how  it  looks  now,  for  other  liands  than  mine  have  trained  the 
jessamine  over  the  lattice,  and  strangers  have  tended  the  pansy  bed. 

In  my  garden  I  have  my  particular  favorites,  a  moss-rose  bush  and 
a  large  pansy  bed.  Sitting  under  the  shade  of  the  apple  tree,  by  the 
pansics,  I  talk  to  them  by  the  hour,  and  they  nod  their  bright  little 
heads  and  say  sweet  things  to  me.  The  river  is  but  a  little  distance 
from  my  garden,  and  its  gentle  ripple  is  always  heard,  adding  much  to 
the  sweet  influence  of  the  spot. 

How  many  bouquets  I  have  gathered  from  that  garden,  for  friends 
A'hom  I  dearly  love. 

Now  and  then  a  tiny  flower  to  place  in  a  letter  that  shou  d  tell  more 
sweet  things  than  I  could  write. 

Blue  forgetmcnots  I  gather  for  the  graves  of  those  who  live  with  the 
angels,  and  rose  buds  for  the  hair  of  those  who  live  with  us      A 


132  LESSONS   IN   LANGUAUiL. 

iroasiire  is  my  garden,  and  I  am  longing  for  it  to-day  with  a  tender 
yi'aniiug  wliich  shall  soon  be  gratified.^  One  rose  bush  in  my  garden 
niakes  me  sad,  so  sad,  for  tlic  first  bud  which  ever  opened  its  wliite 
jK-'tals  to  the  morning  sun,  I  picked  while  the  dew  was  yet  on  ir,  and 
phiccd  it  between  the  waxen  fingers  of  a  dead  friend.  The  memory 
of  tliat  morning,  when  the  world  without  was  so  gloriously  lovely,  and 
the  world  within  so  dark,  and  cold,  and  dreary,  will  linger  forevci 
around  my  white  moss  rose. 

It  seems  sacrilege  almost  to  gather  a  rose  from  that  bush,  unless  it 
be  for  the  grave  of  the  loved  one. 

No  spot  in  the  garden  holds  my  attention  so  long  as  the  apple-tree, 
with  the  pansies  underneath.  The  sun  will  struggle  through  the 
branches,  and  fleck  the  golden  hearts  of  the  lovely  flowers,  as  though 
the  sunbeams,  too,  love  pansies  best. 

Jennie  . 


So  far,  the  attention  of  the  pupil  has  been  mainly  directed 
to  acquiring  a  free  use  of  language ;  to  expressing  his  ideas 
m  a  neat  form  on  paper,  and  to  the  observation  of  some  of 
the  more  cofnmon  errors  of  speech  —  such  as  might  not 
inappropriately  be  called  hereditary. 

To  form  in  the  pupil  the  habit  of  watchfulness  and  self- 
criticism  in  regard  to  the  language  he  uses,  is  of  the  highest 
importance.  This  should  not  be  deferred  until  he  has  a 
knowledge  of  the  Science  of  Grammar,  but  should  precede 
it.  If  left  to  that  time,  his  habits  of  speech  will  have  been 
formed,  and  experience  shows  that  few  persons  correct  those 
habits,  although  their  book-knowledge  of  the  science  be 
j.omplete. 

Hence ;  teach  the  child  the  use,  and  the  adult  will  soon 
jLcquire  the  science, 

1  It  was  very  near  the  close  of  the  school  year. 


LKSSOXS    IN    LANGUAGE.  133 

LESSON    CXXVIII. 

G ROUTING    WOUDS    INTO    CLASSES. 

We  will  uow  proceed  to  tke  examination  of  written  lan- 
guage, with  the  view  of  introducing  the  pupil  to  the  study 
jf  the  science. 

Tkaciieu  to  Tiiic  Class.  —  If  you  were  in  the  midst  of 
1  large  forest,  you  would  observe  around  you  a  great  multi- 
tude of  trees.  These  trees  are  not  all  of  the  same  kind, 
yet,  by  examination,  we  shall  find  that  although  the  number 
of  trees  is  great,  the  number  of  different  kinds  is  not  large. 
You  will  observe  a  great  many  of  one  kind,  called  beech- 
trees,  another  called  oak,  another  ash,  etc.,  etc.  So,  if  we 
examine  the  use  of  each  of  the  great  number  of  words 
found  in  any  book,  w^e  sliall  be  able  to  collect  them  all  into 
a  few  groups,  and  give  each  group  a  name. 

EXAMPLE. 

Mary  loves  trees,  fields,  flowers  and  biixls. 

Teacher,  —  How  is  the  word  Mary  used  ? 
Pupil.  — ^  It  is  u  ed  as  the  name  of  a  person. 
T.  —  We  will   put  all  the  names  into  one  group,  and  call 
them  Nouns. 

T.  —  How  is  loves  used  ? 

P.  —  It  expresses  what  Mary  does. 

T.  —  Yes,  it  expresses  action^  and  we  call  it  a  Verb. 

For  the  present  we  will  put  all  words  that  express  action 
into  the  class  called  Vei'bs. 

T.  —  Do  you  see  any  other  names  ? 
P.  — Yes  ;  trees,  fields,  flowers,  birds. 


134  LESSONS   IN   LANGUAGE. 

T,  —  Right.  Put  them  into  the  class  called  Nouns. 
Are  there  any  words  left? 

P.  —  One,  the  word  and. 

T.  —  Yes.  It  is  used  to  connect  the  w oi'iii^  flowers  and 
hirds,  and  we  call  connecting  words,  Conjunctions. 

Thus,  you  see  that  we  have  already  found  three  groups 
or  classes. 

Names,  or  Nouns.  —  Mary,  trees,  fields,  flowers,  birds. 

Action-words,  or  Verbs.  —  Loves. 

Conj  unctions.  —  And. 

T, — The  USE  of  a  word  alone  determines  the  class  to 
which  it  belongs.  Often,  words  spelled  alike  are  used 
differently  and  thus  belong  to  different  classes. 

The  boys  play  ball.  How  is  the  word  play  used  ?  I 
like  the  play  called  Il:de-and-Seek.  How  is  the  word 
play  used  in  this  sentence? 

Write  a  sentence  containing  the  word  spring  as  a  noun. 
One  containing  the  same  as  a  verb. 

Do  the  same  with  each  of  the  following : 

Snow,  Heat,  Chest, 

Farm,  Kaiii,  Love. 


LESSON   CXXIX. 
GROUPING  WORDS —  Continued, 

Teacher, — The  boy  writes.  Place  a  word  before  boy 
that  will  tell  what  kind  of  boy  writes. 

Pupils.  —  The  tall  boy  writes.  The  largo  boy  wiitea 
The boy  writes.     The boy  writes. 

T.  —  What  do  those  words  express  ? 


LESSONS  IN   LANGUAGE.  135 

P.  —  Tliey  express,  or  tell  what  kind  of  boy. 

T.  —  To  what  word  do  they  add  an  idea  ? 

P,  —  To  the  word  boy. 

T.  —  And  the  word  boy  belongs  to  what  grou^)  ? 

P,  —  The  word  boy  is  a  name,  and  therefore,  a . 


T, — These  words  above  are,  then,  used  for  wdiat  pur- 
pose ? 

P.  —  They  are  used  to  tell ,  and  also  to  a<Ll to 

n . 

T,  —  We  want  a  name  for  this  class. 

We  will  call  them  Adjectives,  because  lli»  woid  adjec- 
tive means  added  or  joined  to. 

An  Adjective  is  a  word  that .  (Puj  11  mi\y  com- 
plete the  definition.) 

T,  —  Modify  ^  each  noun  in  the  following  srutences  by 
un  adjective.     Write  the  sentences. 

1.  The  girl  knits  the  stocking.  .    \^ 

2.  The  farmer  sows  the  grain.  M   ^^^b^' 

3.  The  cow  cats  grass.  11^^     ^^i^ 

4.  The  moon  is  in  the  heavens.  Vv^%         *^  ^^J^^ 
Use  the  following  words,  first,  as   nouns,  tb(>n,  as   adjec- 
tives. 

Brick,  Glass, 

Gold,  Hair. 

Use  the  following  as  verbs  and  as  adjectives 

Black,  T^ound, 

Perfect,  Level. 

We  have  found  four  groups,  or  classes  of  woMs.  W  hat 
are  their  names  ?  For  what  are  they  used  ?  Give  an 
example  of  each  ? 

1  Teacher  explain  the  meaning  of  modify. 


136  LESSONS   IN    LANGUAGE. 

LESSON  CXXX. 

GROUPING  "WORDS —  Continued, 

T,  — John  studies  what  eJohn  chooses. 

What  word  could  be  used  instead  of  the  second  John  ? 

P.  —  The  word  he. 

T,  —  The  word  John  is  what  kind  ? 

riie  word  he  is  used  instead  of  what,  then  ? 

kVe  therefore  find  a  new  class  of  words  used  instead- 
Ci   . 

\^^  call  this  class  Pronouns.  The  part,  joro,  means 
for^  or  instead  of.     Therefore,  A  pronoun  is  a  loord . 

(Puj^il  ^nish  the  definition.) 

ThuS;  ve  have  found  a  fifth  class  or  group. 

Suppl}  the  proper  pronouns  in  each  of  the  following 
blanks.     AVv.te  the  sentences. 

1.  Anna  Iv^vos doll. 

2.  Walter  a.ni father  sell wheat. 

3.  Carrie  bro\3 arm. 

4.  Carrie  is  a  i>L/vn,  because is  a  name. 

o.  Mary  and  I  Vl  ow places. 

Write  a  sentence  for  each  of  the  following  pronouns  :  I, 
thou,  he,  she,  it,  we,  y  d  i,  they. 

Write  a  sentence  containing  a  noun,  an  adjective,  a  verb 
and  a  pronoun.  Designate  each  by  placing  the  figure  1  over 
;nouns,  2  over  verbs,  4  over  adjectives,  5  over  pronouns. 


LESSON   C\  XXL 

GROUPING  WORDS —  Continued, 
T.  —  The  good  boy  writes. 
Add  a  word  to  express  how  he  wri.c^. 


LESSONS   IN   LANGUAGE.  137 

P.  —  I  will  add  the  word  well. 

T»  —  Does  the  word  well  add  an  idea  to  boy  or  writes  ? 
To  a  noun  or  verb  ? 

The  w^ord  icell  is  therefore  used   to  express (Pupil 

llll  blanks)  and  is  added  to  a . 

What  name  shall  be  given  to  it  ? 

Adverb,  because  it  means  added  to  a  verb. 

In  the  sentence,  The  well  boy  sat  beside  a  sick  boy, 
what  kind  of  word  is  well  ?  To  what  kind  of  word  is  it 
joined  ? 

To  what  are  adjectives  joined  ? 

To  what  are  adverbs  joined  ? 

What  does  an  adjective  express  ? 

What  does  an  adverb  express  ? 

What,  then,  is  the  difference  between  an  adjective  and 
an  adverb  ? 

jin  adjective  is  a  word  used,  etc., and  an  Adcerh, 

etc, . 

In  the  sentence.  The  swift"  horse  won  the  race,  how  is 
swift  used  ?     To  which  cLass  does  it  belong  ? 

In  the  sentence,  The  bird  flies  swiftly,  how  is  swiftly 
used  ?     To  which  class  does  it  belong  ? 

What  do  we  add  to  the  adjective  swift  to  change  it  to 
the  word  that  is  an  adverb  ? 

A  great  many  words  can  be  changed  from  adjectives  to 
adverbs  in  the  same  manner ;  yet,  please  to  bear  in  mind 
that  the  use  of  a  word  alone  determines  its  kind,  or  class. 

Write  sentences  containing  the  following  words  used  as 
adjectives : 

Happy,  Bad,  Neat, 

Wise,  Sweet,  Rich. 


138  lp:ssons  in  language. 

Add  ly  to  each  and  write  sentences  in  wliich  the  words 
thus  formed  will  be  adverbs. 

Write  sentences  containing  the  following  used  first  ixa 
Adjectives,  then,  as  adverbs. 

Best,  Fast, 

Hard,  Early. 

Thus,  we  have  found  the  sixth  group  or  class  of  words, 
called  adverbs. 

The  following  sentence  contains  some  of  each  kind. 
Select  each  kind  and  place  the  proper  number  over  them, 
that  is,  1  over  nouns,  2  over  verbs,  etc. 

4  4  12  4  13  2 

The  industrious  pupil   studies  long  lessons   and    learns 

5         6 
them  well. 

For  the  present,  we  will  put  the  little  words  llie,  a,  an,  in  the  class 
called  Adjectives.  Therefore,  put  4  over  tlie,  and  put  it  in  the  propei 
trroup. 

Review  of  groups  found: 

1 .  Nouns.  —  Words  used  as  names  :  Pupil,  lessons. 

2.  Verbs.  —  Words  that  express  action  :  Studies,  learns. 

3.  Conjunctions. — Words  that  connect :  And. 

4.  Adjectives.  — Words  that  exprss  equality  :  Industrious,  long  the 

5.  Pronouns.  —  Words  used  instead  of  nouns  :  Them. 

6.  Adverbs.  —  Words  that  express  manner  :  Well. 


LESSON  cxxxir. 

GROUPING  WORDS —  Continued. 


7 
The  book  is  on  the  table. 

7 
The  book  is  over  the  table. 

7 
The  book  is  under  the  table. 


LESSOxNS   IN   LANGUAGE.  139 

Teacher.^  Place  a  book  in  the  position  represented  by  each  of  the 
above  sentences.  Which  words  express  the  relation  of  the  book  to  the 
table  ? 

P.  —  The  words  on,  over  and  under, 

T.  —  Yes,  such  words  are  said  to  express  relation.  They  are  gener- 
ally placed  before  nouns  or  pronouns,  and  we  name  the  group  Prep- 
ositions*    Place  7  over  each. 

7.  Prepositions.  —  Words  which  express  the  relations  of  different 
things  to  each  other :  On,  over,  under. 

Alas  !  my  friend  is  dead. 

Pshaw  !  such  words  are  of  no  use. 

T.  —  What  is  the  use  of  the  words  Pshaw  and  Alas  ? 

P.  —  They  express  the  sudden  and  strong  feeling  of  the  speaker. 

2\  —  Yes,  such  words  as  express  strong  feeling  or  emotion,  we  call 

Interjections.     This  is  our  eighth  class  or  group.     You  observe 

that  our  only  guide  for  grouping  words  has  been  their  use  in  the 

sentence. 

— # — 

LESSON   CXXXIII. 

GROUPING  WORDS  —  Gontinued. 

As  in  the  forest,  all  the  trees  that  we  call  oaks  are  not 
exactly  alike  in  all  particulars,  so,  sometimes  all  the  words 
that  we  throw  into  one  group  are  not  used  for  exactly  the 
same  purpose. 

SENTENCES. 

John  was  an  industrious  student,  and  he  is  now  a  fine 
scholar. 

John  studies  his  lessons  diligently,  and  is  loved  by  all 
who  know  him. 

T,  —  The  word  was  expresses  John  as  having  been  industrious  ;  the 
word  i&  as  being  a  fine  scholar.  Such  words  express  being,  and  are 
put  with  actic  n-words  in  the  class  called  Verbs.     The  words,  is  loved^ 


liO  LESSONS   IN   LANGUAGE. 

represent  Jolin  as  being  acted  upon  by  his  friends.  We  also  cla&i 
sueh  words  with  Verbs.. 

Thus,  in  the  sentences  — 

John  is  a  good  boy, 
John  studies  his  lessons, 
John  is  loved  by  all ; 

the  word  is  expresses  being,  the  word  studies  expresses  action,  and  the 
words  IS  loved  express  beinj  acted  upon,  and  as  they  are  all  called 
verbs  — 

A  Verb  is  a  word  that  expresses  to  he,  to  act,  or  to  he  acted  uj  ^\. 


LESSON    CXXXIV. 

SENTENCES    FOR    EXAMINATION. 

1.  The  large  Lird  flies  swiftly. 

2.  The  very  large  bird  flies  exceeding  swiftly, 

3.  The  book  lies  here. 

4.  The  party  started  early. 

For  what  is  the  word  swift! t/  used  ?     What  word  does  it  modify  ?  ^ 

In  the  second  sentence,  for  what  are  the  words  verij  and  exceeding 
asedl     What  words  do  they  modify  1 

In  the  third  sentence,  for  what  is  the  word  here  used  ? 

What  word  does  it  modify  ? 

What  is  the  use  of  the  word  eai-Jj/  ? 

We  observe  the  following  facts  : 

Swifthj  denotes  manner  and  modifies  th3  meaning  of  a  verb. 

Very  denotes  degree  ^  and  modifies  the  meaning  of  an  adjective. 

Here  denotes  place  and  modifies  a  verb. 

Early  denotes  time  and  modifies  a  verb. 

All  the  words,  swiftly,  very,  exceeding,  here  and  ear:y,  are  called 
Adverbs,  therefore, 


1  Teacher  explain  meaning  of  the  word  modify. 
'  Teacher  explain  degree. 


LESSONS   IN   LANGUAGE.  141 

An  Adverb  is  a  word  used  to  modify  the  meanimj  of  a  verb,  an 
jdjective,  or  other  adverb,  and  generally  expresses  time,  place,  degree  or 
manner. 

From  the  various  uses  of  words  we  have  formed  eight 
groups,  Nouns,  Adjectives,  Pronouns,  Verbs,  Adverbs, 
Prepositions,  Conjunctions  and  Interjections.  For  cou' 
veuience,  we  call  each  group  a  Part  of  Speech, 

DEFINITIONS    OF    PARTS    OF    SPEECII. 

1.  A  Noun  IS  a  name. 

2.  An  Adjective  is  a  word  used  to  modify  the  meaniiig 
of  a  noun,  and  generally  expresses  quality. 

3.  A  V^erb^  is  a  word  tJiat  expresses  being,  action  or 
being  acted  upon. 

4.  An  Adverb  is  a  word  used  to  modify  the  meaning 
of  a  verb,  adjective  or  other  adverb,  and  generally  expresses 
time,  place,  degree  or  manner, 

5.  A  Pronoun  is  a  word  used  instead  of  a  noun. 

6.  A  Preposition  is  a  word  used  to  show  the  relation 
of  words, 

7.  A  Conjunction  is  a  word  used  to  connect  words  or 
fientences. 

8.  An  Interjection  is  a  word  used  to  denote  some 
strong  feeling  or  emotion, 

QUESTIONS. 

1.  What  are  Tarts  of  Speech  ? 

2.  How  many  Parts  of  Speech  have  we  found  ? 

3.  What  is  a  noun  ?  An  adjective  ?  A  verb  ?  A  pronoun  ?  A 
preposition  ?    A  conjunction  ?     An  interjection  ? 

4.  Write  a  sentence  containing  a  noun,  an  adjective  and  a  verb. 

5.  One  containing  a  preposition. 

6.  One  containing  a  coiyunction. 


U2  LKSSOxXS   IN   LANGUAGE. 

7.  One  containing  an  adverb  expressing  manner. 

8.  One  containing  an  adverb  expressing  time. 

9.  One  containing  a  pronoun. 


LESSON    CXXXV. 

SUBJECT    AND    TREDICATK. 

Teacher.  — Express  a  thought  about  bovs. 

Pupil.  —  Boys  play. 

T,  —  Exj)ress,  similarly,  thoughts  about  dogs,  birds  and  girU. 

P.  — 1.  Dogs  bark.     2.  Birds  fly.     3.  Girls  study. 

T.  —  Of  what  do  you  speak  in  the  first  sentence  ? 

P.  —  I  speak  of  dogs. 

T.  —  Yes.  In  every  sentence  it  is  necessary  to  sf)eak  of  soraetliing. 
That  of  which  something  is  said  is  called  the  subject.  In  this  sentence 
you  speak  of  dojs,  hence  dogs  is  the  subject. 

Point  out  the  subject  in  each  of  the  other  sentences. 

What  do  you  say  of  dogs  ? 

P.  —  I  say  dogs  hark. 

T,  —  Correct.  In  every  sentence  something  must  be  said  of  the 
subject.  That  which  is  said  of  the  suljject  is  called  the  Predicate.  In 
this  sentence,  hark  is  the  predicate. 

As  no  complete  sentence  can  be  formed  without  a  subject  and  a 
predicate,  they  arc  called  ihQ  principal  parts  of  a  sentence. 
Sub.      i  Dogs 
Pred.    ibark. 

Arrange  the  other  sentences  in  a  similar  manner,  placing  the  subject 
In  the  upper  part  of  the  bracket  and  the  predicate  in  the  lower  part. 

What  part  of  speech  is  each  subject  ?     Each  predicate  ? 

Every  predicate  must  contain  a  vei'h,  and  subjects  generally  contain  ii 
noun  or  pronoun. 

Write  three  sentences,  each  containing  a  single  word  as  subject  and 
predicate. 

Example.  —  Fishes  swim. 

Modify  the  subject  of  each  by  an  appropriate  adjective. 


LESSOR'S   IN   LANGUAGE.  143 

Ex.  —  Large  fishes  swim. 

^lodify  the  predicate  of  each  of  the  last  sentences  by  an  adverb 
expressing  manner. 

Ex.  —  Large  fishes  swim  swiftl}'. 

Modify  each  adjective  and  each  adverb  by  another  adverb  express 
ing  degree. 

Ex.  —  Very  large  fishes  swim  exceeding  swiftly 

Draw  a  bracket  and  arrange  each  sentence  in  it,  placing  the  sub- 
ject and  its  modifiers  in  the  upper  part  and  the  predicate  and  its 
modifiers  in  the  lower  part. 

I  fishes  I  large  |  Very 

\  swim  I  swiftly.  |  exceeding 

Large  modifies ^s/tes,  and  in  arranging  it  in  the  bracket  we  place  it 
to  the  right  of  fishes,  and  place  a  short  vertical  line  between  them. 
Similarly,  because  very  modifies  large,  we  place  it  to  the  right  of  large. 
On  the  same  plan  arrange  the  predicate.  In  separating  sentences  in 
this  manner  always  place  modifying  words  to  the  right  of  those  they 
modify. 

Separate  the  words  in  the  last  sentence  into  different  groups  or 
Parts  of  Speech. 

Ex.  —  Nouns  —  Fishes.  Verbs  —  Swim.  Adjectives  —  Large.  Ad- 
verbs —  Very,  swiftly,  exceeding. 

Separating  the  words  of  a  sentence  into  their  appropriate  groups  or 
Parts  of  Speech, is  called  Parsing". 

Separating  a  sentence  into  its  principal  parts,  is  called  Analysis* 


IN  PRESS. 


WILL    BE    PUBLISHED    MAV    1st. 


ENGLISH    GRAMMAR; 


AN  ADVANCED    COURSE   OF 

LESSONS  IN  LANGUAGE, 

BY 

MARY  V.  LEE, 

Tkachek  in  Minnesota  State  Normal  Scuoor., 
— and — 

HIRAM  HADLEY, 

Author  of  Lessons  in  Language. 


This  book  prepared,  by  practical  teachers,  to  follow 
Hadley's  Lessons  in  Language,  is  a  full  treatise  on 
those  parts  of  the  science  of  our  language  that  are 
usually  taught  in  our  Grammar  Schools. 

In  it  is  introduced  rather  less  of  technicalities,  parsing, 
analyzing,  rules,  exceptions  and  abstract  statements,  and 
more  of  synthesis  and  composition — practical  use  of 
facts  developed. 

In  METHOD  it  differs  widely  from  all  other  books  on 
this  subject,  and  the  authors  confidently  believe  that  it 
excels  them  all  in  developing  in  the  pupil  a  power  to  in- 
vestigate for  himself  the  laws  and  structure  of  the  lan- 
guage, and  an  ability  to  use  language  for  the  communi- 
cation of  thought. 

HADLEY  BROTHERS,  Publishers. 

136  State  St.,  Chicago. 


LESSONS  IN  LANGUAGE. 

An  Introduction  to  the  Study  of  English   Grammar 
By  HIRAM   HADL.EY. 

This  little  volume  is  designed  for  children  from  nine  to  thirteen 
years  of  age,  and  is  intended  as  a  substitute  for  the  ordinary  Primary 
English  Grammar. 

It  proceeds  on  the  plan  of  teaching  the  science  of  the  English  Ian- 
guage  through  the  ^/j-^  of  it,  rather  than  the  use  of  the  language  through 
the  science  of  it. 

It  teaches  the  child  proper  forms  of  expression  by  cultivating  his 
observation  of  correct  models. 

It  teaches  him  to  write  compositions  by  furnishing  him  with  pleas- 
ant ideas  for  expression,  and  to  this  end,  it  is  handsomely  illustrated 
with  IWENTY-EIGHT  LARGE  PICTURES,  which  furnish  the  text  for  tlie 
pupil's  composition,  and  render  this  usually  irksome  exercise  so  fasci- 
nating that  children  actually  clamor  for  the  privilege  of  writing. 

The  use  of  these  also  aids  much  in  forming  in  the  pupil  a  taste  for 
pictures,  and  an  appreciation  of  the  beautiful  as  found  in  them. 

It  teaches  the  use  of  Capitals  and  punctuation,  initiates  the  pupil 
into  the  detection  of  errors  in  speech,  trains  him  in  the  more  practical 
parts  of  language,  such  as  writing  letters,  advertisements,  &c.,  and  at 
the  close  of  the  volume  introduces,  by  a  new  plan,  the  Parts  of  Speech. 

A  thorough  knowledge  of  this  small  volume  will  do  more  to  estab- 
lish a  ready  and  correct  use  of  the  language  than  is  generally  gained 
from  large  and  expensive  books,  and  it  thoroughly  prepares  the  pupil 
for  the  study  of  grammar. 

Geo.  L.  Maris,  A.  M.,  Principal  of  State  Normal  School,  West 
Chester,  Pennsylvania,  writes: 

*'  Your  '  Language  Lessons'  is  so  far  superior  to  any  other  elementary  wr-rk  I 
have  seen,  that  I  deem  it  a  duty  to  give  this  expression  of  approvaL  We  shall  in- 
troduce it  into  our  model  school. 

''August  ist.  1873  " 

We  have  received  hundreds  of  similar  testimonials. 

This  book  has  had  a  most  flattering  reception  from  educators  in  all 
parts  of  the  United  States.  It  is  supplying  a  want  that  all  progress- 
ive teachers  felt.  It  seems  to  have  made  its  appearance  just  at  the 
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schools  are  using  it  with  most  gratifying  success. 

In  LARGE  GRADED  SCHOOLS,  where  teachers  have  the  time  necessa- 
ry to  carry  on,  orally,  asystematiccourse(f  language  lessons,  it  is  used 
as  a  manual  by  the  teachers.  In  other  schools  it  is  used  by  the  pupils 
as  other  text-books  are.  The  plan  of  the  book  contemplates  patient 
study  on  the  part  of  pupils,  and  this  can  not  be  secured  easily,  unless 
the  pupils  have  the  use  of  the  books.  A  judicious  and  faithful  union 
of  the  two  methods  indicated,  will  produce  the  most  satisfactory 
results.     Price. — Lessons  in  Language,  60  cents. 

HADLEY  BROTHERS,  Publishers, 

136  State  Street,  Chicago. 


U.C.BERKELEY  LIBRARIES 


CDMbEtTma 


ES^HLj^'S 


PROGRAMME  CLOCK 


^  Schools,  Colleges, 

HOSPITALS, 


kMl        Patented  January  11th,  1870. 


-J 


-SA^Y   ARTICLE 
I  EVERY  SCHOOLROOM. 


This  Clock  is  a  superior  EIGHT-DAY  Time-piece,  put  up  in  a  hand- 
some Rosewood  or  W  '    -t  fin*  h.c!  Case. 
It  is  easily  set  r  jesired  Programme  of  Exerckses 

IN  WHICH  THE   IN't^  OF   FiVE  MiNUTES  OR  MULTIPLES  OF 

FIVE.  Thus,  it  can  be  set  !r>  strike  at  9.00,  9.05,  9.15,  9.30,  9.50,  etc.,  or 
at  any  other  five  n^'nntr-s  during  the  day.  It  gives  a  single  stroke,  like  a 
"  call-bell" 

When  once  arri^nged  '  needs  no  changing,  except  as  the  order  of  exer- 
cises i  changed,  and  then  the  change  is  easily  and  quickly  made.  A  p^  "- 
feet  M'.r.' tor.        •;..   excellent  Time-piece. 

\\  TED    IN    EVERY    RESPECT. 


MANUFACTURED   BY 


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